Mitchell, BeularHarry, Sharmila2013-06-242013-06-242013-06-24https://hdl.handle.net/2139/15696Paper presented at the Biennial Conference of The University of the West Indies Schools of Education, 23-25 April, 2013, St. Augustine, Trinidad and TobagoThe eCAL curriculum initiative-one-to-one computing-was introduced into the secondary school system in Trinidad and Tobago in 2010 in an attempt to improve student performance through the infusion of technology into the curriculum. The project is in its third year but, to date, there has been no comprehensive, empirical study on teachers' concerns about the implementation of the eCAL curriculum change. This qualitative case study seeks to examine the concerns of 10 teachers in three different types of secondary schools in the St. Patrick Educational District in Trinidad about the implementation of the eCAL initiative and to explore factors that influence teachers' concerns. The study uses the analytical framework of the Concerns Based Adoption Model (CBAM), with specific focus on the stages of concern dimension. It is anticipated that the findings of this study will help local policymakers and facilitators to develop effective strategies in the realm of curriculum implementation and change. Additionally, the findings will also corroborate the corpus of literature on the management of change and add to the local knowledge base on curriculum implementation theoryenEducational innovationsSecondary school curriculumCurriculum implementationSecondary school teachersTeacher attitudesComputer uses in educationLaptop computersInformation and communication technologyEducational technologyConcernsConference papersTrinidad and TobagoPresentation