Table 2
Coding scheme for OV functions
| OV functions | Definition (adapted from Swanson and Ramiller, 1997) | Operationalization | Exemplars |
|---|---|---|---|
| Interpretation | Involves how a community develops a shared understanding of an innovation’s features, implications, and relevance. Helps construct a coherent narrative, clarifying the innovation’s purpose, reducing uncertainties, and framing it as significant for broader adoption. This function provides clarity through experimentation and shared insights | Who: Typically observed among early adopters such as individual teachers, students, and tech-savvy staff engaging in informal or pilot settings, including classroom trials, social media exchanges, and department-level meetings/discussions Activities/Artifacts: Sharing of screenshots or videos showcasing the use of GAI, anecdotal narratives of personal success or failure, and debates around perceived benefits, limitations, or risks associated with its adoption | “I’m trying to get #ChatGPT to teach me Dutch, and it’s going pretty well so far” (ID# 42) “The end of humanity, that’s a bit extreme. What is true is that CHATGPT is easy to manipulate. What school urgently need to do, instead of banning the tool, is to teach them how to evaluate an online information and spot the BS” (ID# 669) “Students created presentations, posters and videos for their arguments on to ban #ChatGPT or not in schools. It was amazing to see their creativity using #GoogleSlides @canva and art to communicate their message. @CSforAllNYC #NYCSchoolsTech” (ID# 1236) “Teachers, have you checked out #ChatGPT yet? It’s pretty useful for lesson planning and grading tests” (ID# 1231) |
| Legitimation | Involves developing a rationale to justify the innovation’s adoption, answering “Why do it?” Legitimation ties the innovation to broader business concerns and is reinforced by the reputation of its advocates and adoption by others. This process transitions the innovation from a novel idea to accepted practice | Who: Led by high-status stakeholders – such as school administrators, district policymakers, and prominent academics – who engage through formal channels including policy documents, conference panels, and media interviews Activities/Artifacts: Advocacy emphasizing GAI’s potential to reduce educational inequalities, cultivate future-oriented skills, and address educational gaps. Endorsements or position statements from recognized authorities and institutions signal the moral and practical significance of adopting GAI in education | “By banning ChatGPT from classrooms, schools risk depriving students from these communities of the opportunity to access new technologies and ways of learning. This can further widen the already significant gap between these students and their more privileged counterparts” (ID# 66) “ChatGPT should not be banned in schools. It’s a tool like any other (e.g. computers). The way I see it, it will inspire a whole new generation of kids to try new stuff or think deeper about problems. In a way, I think prompt engineering will lead kids to ask better questions” (ID# 1214) “This. Academia is Stiller bases on memorization and often forgets learning and intelligence diversity. They should not ban ChatGPT, they should teach how an amazing assistant it is and how to actually use it to win time and help you in learning” (ID# 1207) “If the objective of education is to equip individuals for the future economy and global landscape, how do such bans align with this foundational principle?  |
| Mobilization | Involves activating and structuring market forces to realize an innovation. It motivates vendors to develop aligned products and services and helps adopters identify necessary resources. By catalyzing commercial opportunities and facilitating social networks, this process transforms an emerging technology from concept to practical reality | Who: Universities, professional development providers, educational technology platforms, and broader learning networks offer courses, webinars, and implementation guidelines. Major conferences and expos (both virtual and in-person) feature demonstrations and showcases of GAI applications in educational contexts Activities/Artifacts: Distribution of training materials, how-to videos, policy templates, formal adoption announcements issued by leading schools or districts | “Here’s an excellent outline of promising ways that teachers and profs can make good [use of] ChatGPT rather than fear it and try to ban it. But it’s going to take work, for sure … ‘Center for Innovative Teaching and Learning’ | Northern Illinois University” (ID# 939) “This article is all about trying to stop/prevent #ChatGPT in the classroom. I’m more interested in the other way around. What are educators doing to proactively use ChatGPT as a learning tool in their classes? Let’s zig when others zag” (ID# 458) “10. Additionally, schools should have policies in place to protect students’ privacy and security when using ChatGPT. Finally, schools should also ensure that the system is regularly monitored for bias and that any biases are corrected as needed” (ID# 1205) |
Source(s): Table generated by the authors based on collected data