| This study used the perspective of organizational learning, derived from models of individual learning that are grounded in cognitive psychology, to gain information about organizational change processes. Organizations learn by means of their individual members, and research is needed to better understand the connections between individual, collective, and organizational learning. Mental models, which are active memory data structures used to filter, interpret, and store new events, provide insight to these connections.;Using qualitative methods, this study explored the individual and shared mental models (knowledge, assumptions, beliefs, norms, values, and emotions) used in responding to the organizational change of integrating instructional technology within the curriculum of an elementary school. Although mental models are not directly observable, it is possible to describe them based on indirect data. Data from nonparticipant observations, semistructured interviews, concept maps, and documents were used to describe the interconnected mental models for instructional technology and for teaching and learning.;The findings advance organizational learning theory and inform the practice of organizational leaders, especially those in schools, who are implementing change efforts. The theoretical findings include a definition of mental models synthesized from the literature, three indicators of collective and organizational learning, and the Individual-Collective-Organizational Learning (ICOL) Model which shows connections between levels of learning within an organization. Specific suggestions for managing change are synthesized from interpretations of this study. |
