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MEDT 8461 - Technology Integration Project - Helms, Cape, Carlisle , Foushee - __//**LORAINE'S INVITE DID NOT GO THRU - WE ARE WORKING ON FIXING THAT NOW!**//__

Oh my goodness, where do we __#|start__?? Cape We have already done the interviews for #3. I will use the interviews to complete this section. I'm assuming we will use one of our __#|schools__ for implementation for this project. Does any one wish it to be your school we use for the project. I believe we are taking the approach of internal change agent. Whose ever school we use, will need to complete the information for #2. Then someone will need to take #1 and #4. We can colaborate on the timeline. I'm just thinking out loud here. Tell me what ou think. I think Loraine's survey was in goggle docs but the questions are very similar. We need to use her data when compiling.
 * 1) 4 Looks to be pretty detailed and extensive so it may take two people to complete #4. I don't mind taking # 1-2. That is if all of you are okay with that? If the person who came up with the Mobl21 idea can point me to a resource for key features/attributes, I can complete #1 with no problem. I believe that it would be easier to complete #4 if we focus on implementing this into a system, instead of one particular school. The system that I teach at has 38 schools, with 6 of those being high schools. I'm thinking we should focus high school implementation possibly? Thoughts.... Cape

Sorry that I am just getting back to this. Rough week - part good, my sister was here visiting, part bad - 3 students in car accident last weekend, one funeral yesterday but hopefully other two will be ok. Hard to get my head back where it needs to be!

BEFORE WE CAN WORK ON STEP FOUR WE HAVE TO HAVE 2 AND 3 COMPLETED. FOUR IS BASED ON WHAT IS DETERMINED IN 2 AND 3. SARAH IF YOU WILL DO 2, I CAN DO 1. I WILL ALSO EMAIL LORAINE TO COME ADD HER THOUGHTS. I AM ALSO ADDING A LINK TO A GOOGLE DOC FOR US TO USE IN WRITING OUR PAPER. DOES THAT SOUND GOOD? Sounds good! So sorry to hear about the students. I have been a little out of it myself with being sick and dr visits. I will have #2 finished by Sun if that's okay?

Sorry to hear about the students. I know that's hard. I will have part 3 done by Sunday too. I will include both surveys.

Hi ladies I just gained access, in the words of Helms, mission complete! What should I focus on?

I have added my information below in section.It is 430 words I believe. If it is being cut and pasted into another document, you will probably need to reformat it. I will be typing up the survey questions and adding it later today. I only used the survey monkey questionnaire bcause I didn't feel like it was consistent using both. There were only 9 replies to the goggledoc survey, so I felt it wasn't significant enough to hurt us in this process. Let me know what you think. I will also email y'all a copy of my part. That may be easier to compile. I have compiled your info into the google doc. it looks good.
 * __ //THE GOOGLE DOC// LINK IS BELOW. I LOST THE FORMATTING WHEN I PUT THE WORD DOCUMENT INTO IT BUT WILL GO BACK AFTER WE FINISH AND PUT IN APA FORMATTING. I ALSO INCLUDED THE WORD DOCUMENT. I HAVE FORMATTED IT, INCLUDED A TITLE AND REFERENCE PAGE AND WRITTEN THE INNOVATION SECTION. SEE WHAT YOU THINK. SARAH AND TONYA, COULD YOU ADD YOURS TO THE GOOGLE DOC? THE WORD DOC IS READ ONLY BUT I CAN WORK FROM THE GOOGLE DOC. LORAINE, COULD YOU FILL THE ACTION STEPS IN ON THE CHART BELOW? ONCE THAT IS DONE WE ALL NEED TO COLLABORATE ON THE STEPS AND STRATEGIES - PERHAPS WE COULD EACH TAKE A STEP OR TWO, FILL IN THE CHART AND THEN WE WILL BE READY TO WRITE THE LAST SECTION OF THE PAPER. AFTER THAT WE HAVE A CONCLUSION TO WRITE. IF EVERYONE COULD ADD THEIR REFERENCES INTO THE REFERENCE PAGE AS THEY GO,THAT WOULD HELP ALOT. THEN WE WILL NEED TO EDIT, ETC. __**

I see no reason we can't get it done by then. I ok with that. Working on my part right now. I am a little confused with internal/external change agents but hoping I get it all finished soon. I can't get into the google doc. It says that I need to request permission. I did that earlier, but I didn't get anything back. Anyway, I will email you the appendix that includes the survey results. However, I can download it from the word doc. I will review it, as I'm usually pretty good at grammer. I too was denied access to the google doc. I am going to make some changes below but will also email them.
 * __ DO YA'LL THINK WE COULD COMPLETE THIS BY THE END OF THURSDAY? I GO OUT OF TOWN AND FRIDAY AND WOULD LOVE TO HAVE THIS DONE BY THEN IF POSSIBLE. __**
 * //__ PLEASE REVIEW AND EDIT EACH OTHERS WORK AS WE GO. THAT WAY WE CAN HAVE A TIGHT, PROFESSIONALLY WRITTEN DOCUMENT. I HAVE SOME SKILLS BUT HAVE A TENDENCY TO BE WORDY SO PLEASE ADD IN YOUR SKILLS! __//**
 * // Ok I have pasted my part below. As I said earlier, the change agent part was a little fuzzy so if this doesn't look right or up to par with where you ladies think it should be, let me know! I am also pasting a link to the reference part but will have to edit it at a later time when I figure out the appropriate APA citation for it. //**

[|Goggle Doc Link for Integration of Mobl21]

Technology Chosen - Mobl21 - I have included the information on the project. I thought it might be easier if we didn't have to flip back and forth.

As a change agent or facilitator, you will develop a plan for integrating an innovative technology into a school or district. An 8 to 10 page paper will include the following: Title Page 1. Innovation - key features and 5 attributes (relative advantage, compatibility, complexity, trialability, observability Innovation Mobl21, or Mobile Learning in the 21st Century, is the next step in an ongoing natural evolution of education through the use of technology. Throughout education’s history technology has modified educational theory and pedagogy. From the use of scrolls, to slates, to typewriters, to computers, technology has changed the face of education. The influence of machines from the industrial and computer revolutions has been evident in the depth and speed with which information has been made available to our students. The use of mobile devices is the next step in this progression. Mobl21 is a program designed to facilitate the use of smart devices into everyday instruction. One of the key features of this program is unlimited access to instructional content through social media the students already use such as Facebook, Twitter and YouTube to review, refresh and reinforce material. Other key features are embedded tools that allow the teachers to create interactive lessons as well as traditional flash cards, study guides, quizzes, tutorials, etc. This tool also presents the options for collaboration between students and for a student to personalize the time, etc. for their review sessions. Mobl21 takes education to the next technological level! Five basic variables affecting the rate of adoption of new innovations into a system were explained in Rogers’ Diffusion of Innovations (An, 2012). Those variables are relative advantage, compatibility, complexity, trialability and observability. As change agents, it is imperative that we rate Mobl21 according to these attributes. Relative advantage measures how the client perceives the improvement of the innovation over the preceding tool. The relative advantage of Mobl21 is fairly high as it allows students access anywhere and anytime through their smartphones and other smart devices thereby encouraging learning at all times. E-learning requires internet access and is often limited by the availability of such access. M-learning is accessible through wireless phone towers and therefore is more readily available upon demand. The compatibility of Mobl21 with existing pedagogy may, at first, be low but should improve as the innovation is adopted. Mobl21 does diverge from traditional pedagogy which discourages the use and access of phones in the classroom. As the adoption process occurs, aligning the use of the smart devices with the previous implementation of technologies rather than with the use of phones should increase Mobl21’s compatibility. As more clients adopt the use of smartphones and other smart devices, the complexity of this innovation will decrease. The same applications that are used every day in smart devices are the same type of applications that will be utilized in Mobl21. An individual system can determine how quickly they wish to implement Mobl21. The system may choose to use a trial time period during which a portion of this innovation is adopted, and then add more features as the client becomes comfortable with the innovation. This will positively correlate the trialability of Mobl21. Mobl21 scores high in the area of observability. Teachers and students will see the result of the innovation immediately. The positive results and accessibility will stimulate positive discussions thereby increasing the adoption rate. Overall, the five attributes of innovations predict a positive rate of adoption for Mobl21. Certain compatibility issues must be overcome but can be easily done by correctly presenting this innovation as an extension of technology that has already been incorporated. Once Mobl21 is perceived as the next logical step, adoption should occur rather quickly.

2. Context - Nature of school/district selected ( norms, culture, etc.) Analyze environmental factors which might affect __#|adoption__ and implementation Describe out status - internal change agent/ describe roles or responsibilities within school/district external change agent/ describe your relationship with school/district and roles. Context

Houston County School System is comprised of 38 schools, including 6 high schools, 8 middle schools, 23 elementary schools and an alternative school. The mission is to produce high achieving students by declaring that failure is not an option. HCSS helps cultivate learning communities and provides employees with professional learning and collaborating opportunities. According to the HCSS technology plan, “The objective is to support that mission and vision at all levels. The goal of the plan is to provide staff with the resources to evaluate data, and to utilize results to develop effective instructional programs and assessment strategies in order to improve student achievement in all content areas.Houston County is committed to the belief that the effective use of technologies will enhance the quality of teaching and positively impact the learning process. We envision an educational environment that is rich with opportunities for all learners to be exposed to the benefits of the latest emerging technologies.” The main factor that may affect adoption and implementation is the lack of a smart phone, ipad or appropriate device by many students. This is of concern because this implementation does now involve providing students with new technology but simply giving them opportunities to utilize technology that many of them currently have. The school system would have to figure out online advenues for students without the technology. Other concerns include the accessibility and dependability of wireless interent access points and server ability to accomodate incoming data streams. We have wireless access at all of our schools but depending on the age and setup of the school, some locations in a school building do not receive the strongest signal. We are also concerned with having technicians for troubleshooting. With system budget cuts over the last few years, our technology specialist positions were eliminated and the technicians now cover multiple schools. We are definitely internal change agents. Our role and responsibilities include serving on leadership teams and technology teams. We are responsible for helping to inform our co-workers about Mobl21. We are also responsible for facilitating peer to peer networks and helping persuade opinion leaders in our school. We have to be an advocate for Mobl21. ***further updated on google doc.**


 * []**


 * 3. Intended Adoptees - characteristics - age, gender, ethnicity, sex, etc.**
 * knowledge and skills - knowledge of innovation, knowledge and skills needed**
 * perceptions and attitudes toward innovation**
 * major concerns**
 * perceived barriers and support needs**

Intended Adopters
 * General Characteristics **
 * A survey was issued to gather critical information regarding concerns of implementing this innovation. A total of twenty-eight individuals from our target school completed the survey: 9 male and 19 female. The majority of the responders were teachers, who felt they were proficient in their own technology skills. Also, 78% of the responders stated they own a smartphone. Eighty-six percent of them had never heard of Mobl21 before being presented this survey. **


 * Knowledge, Skills, Perceptions, and Attitudes **
 * The survey had a total of ten questions, of which 4 of them were applicable to the attitudes and perceptions of Mobl21 directly. (The actual questions and individual responses are included in the appendix.) **
 * The biggest concern responders had regarding the implementation of Mobl21 was the time that it would take for the implement the innovation. The overwhelming theme that developed about professional development was that it would take multiple training sessions before it would be completely implemented. One responder stated that “this is not a one shot deal”. The training needs to be real and directly applicable. In addition, some thought teacher buy in would be an important aspect during this process. If a few teachers bought in, then you could use their classroom to demonstrate Mobl21. Those teachers could also lead the on-going professional development sessions. **
 * Several other concerns arose from this survey for the responders. For starters, they felt like there would be a lack of technical support from the district. They felt like, due to this lack of support, the new innovation would not be utilized. There were concerns about students not taking care of the devices. If the students did not take care of the devices and the technology support is not there, then there would be more problems than it would be worth. In addition, responders were really worried about the distractions that utilizing the devices would create. They felt like students would utilize the devices inappropriately. The students may be on social networking systems instead of Mobl21. Classroom management was a topic that arose out of the discussion about student abuse. They were also concerned with the problems that would arise if some students do not have a device to use in the classroom. One responder questioned how this problem would be handled. Others thought that it may create problems between those that have the devices and those that do not have a device. Lastly, on a positive note, one responder thought that this would be a way to motivate students to learn because they enjoy using the technology on these devices. **

SEE BELOW: I CHANGED THE ORDER OF SOME STEPS, IF YOU PREFER THE PREVIOUS, ADJUST, ARE THE RESOURCES TO VAGUE?? ** I love your action steps!! For the timeline, should we give a projected time like we had in the simulated game? An overall end time and proposed times for each step? I imagine most contractors would need that. I think as we write and explain each step we can pinpoint the strategies/rational we choose to use and the resources. There are nine sections and four of us. I can go ahead and do the first two. I summarized each step in a sentence or two in the paper and adjusted the chart to correlate with it. I tried to double check and make sure I addressed issues in step 2 and 3. ** I'm confused as to what to do here???? Sarah, look at the paper and the first two steps of the chart and see what I did. I used most of the chart but changed anything I needed to after my description in the paper and added a timeline set. I don't know if this is correct - I am trying to use the sample paper, the simulation game and everything we have covered. Do we have to tell where the idea came from? In other words, do I nee to go back and state that step 1 is from the strategy Innovativeness and Adopter Categories and step 2 is from the __Elements of Diffusion__ strategy? Waynette **
 * 4. Action __#|Steps__ and Strategies - Identify Key Steps Needed to Implement Technology and Specific Strategies needed for Each Step**
 * Provide Resources Needed for Each __#|Step__**
 * Provide a Timeline**
 * Diffusion Strategy MUST Correspond with the information from Sections 2 and 3 above**
 * DO NOT USE ONE STRATEGY - SYNTHESIZE SEVERAL STRATEGIES TOGETHER!! Consider the following:**
 * a. Innovation-decision process**
 * b. Communication Channels**
 * c. Adoption Strategies and Opinion Leadership**
 * d. Change Agent Roles**
 * e. Ely's Condition of Change**
 * f. Factors Affecting Innovation Adoption**
 * g. CBAM**
 * Include a Summary Table such as:**

ACTION STEPS(3,4) Foushee After the channels of communication are open with the client the innovation introduction will begin. Faculty, students, staff, past and present adopters will influence the introduction. A seminar with break off sessions will provide a clear under standing of the innovation. The rationale behind mini sessions is to not overwhelm the client and to convey how simple the adoption of Mobl21 will be. Pre-Production of an informative video will deliver information in many different visual formats as to capture and keep the attention of many different learners.

Educating the client of the positive outcomes of Mobl21 will happen during the introduction. The change agent needs all available resources from the faculty, students, staff, educators, parents, community, past and present adopters with survey data. The change agent will give the client the necessary need for change and its advantages of adopting Mobl21. The use of mass media reports, peer influence, and previous surveys from the school community, those surveys will show the school staff that the community is behind the use of technology to support student education. Having the PTSA on board will greatly influence the need of the school technology support. Identifying with the clients need to communicate with students on and off campus also students who have special needs that are home schooled.

(7) Foushee Change agents and opinion leaders will address any concerns and hardware supply issues the client may have. Change agent will assure a smooth transition by using Mobl21, although it will be uncomfortable at first. Information form past adopters will be given to the present client. The county technology department along with the change agent will put together a frequently ask question document to address predetermined questions. Any concerns about students who do not own and cannot afford a smart phone will be focused on in the budget. Possible use of Splost funds to provide a number of smart phones per school or even per class will satisfy the lack of ownership. Faculty, students, staff and entire community will be on board and able to share any concerns in the future.

8&9.Foushe Addressing client concerns leads to the change agent automatically supporting, continue educating and modifying the implementation. Change agent will need support from the client’s technical staff, school staff, and community and opinion leaders. This will allow the job of the change agent to be less hectic when supporting the needs of the entire school system. Supporting also entails retraining and fine tuning parts of the innovation process. An open door observation policy for the change agent could assist the client in the future and be a proactive approach rather than a wait and see what happens scenario. Being accessible to the client’s ideas for different tactics to the Mobl21 innovation will answer any future client concerns. Follow up surveys will provide the clients ideas, concerns, and success stories. That data would greatly benefit the client and the change agent in the future.

(Innovator and Adopter Categories, Change Agent Roles) || Week 1 and 2 || Community (Elements of Diffusion/Communication Channels) || Week 3 to end of adoption || (Innovation/Decision Process) || Week 4 || Parents & Community, Opinion Leaders, Survey Past/current adopters, Change Agent (Attributes of Innovations) || Week 5 to end of adoption || (Opinion Leadership) || Week 6,7,8 and 9 || Change Agent (Innovation/Decision Process, CBAM) || Week 10 through week 28 || (Ely's Conditions of Change) || Week 3 through Week 30 || Community (Ely's Conditions of Change,Innovation/Decision Process ) || Week 3 through Week 36 || Parents & Community (Change Agent Roles, Factors Affecting Innovation Adoption, CBAM) || Week 36 through Week 54 ||
 * Action Steps || Key Actors || Strategies and Rationale || Resources || Timeline ||
 * Establish if Need for Change Exists in the system || Change Agent || Needs survey, community involvement || Faculty, Students, Staff & Parents Survey
 * Create Open Channels of Communication between change agent and client || Change Agent & Houston County School System || E-mail, PTSA newsletters, PTSA meetings, Board of Ed. meetings, district website || Faculty, Students, Staff, Parents &
 * Introduce Client to Innovation || Change Agent & Houston County School System || Attributes of Innovation; professional informative video; Consequences - desirable, undesirable, etc. || Seminar, meeting, Past/current adopters, Change Agent
 * Educate Client of Need for Change and its Advantages || Change Agent & Houston County School System || Mass media, peer to near peer network, needs survey of faculty, parents and students; PTSA newsletters; district website; short student made videos || Faculty, Students, Staff,
 * Show successful use of innovation || Change Agent || Modeling by successful early adopters and opinion leaders; field trips to successful innovating systems || Past/current adopters, Change Agent
 * Train Client in Innovation || Change Agent & Houston County School System || Inservice on Multiple Work Days, PLU credit for inservice, release time to work on lessons || Faculty, Staff,
 * Address Technology Concerns and Hardware Issues || Change Agent & Houston County School System || County Technology Dept Review, Splost Monies? || Change Agent, Board of Education Members, Faculty, Students, Staff, Parents & Community
 * Provide support for implementation || Change Agent || Technical support from county; training support, classroom lesson plans from mobl21; release time for teachers to collaborate on lessons || Change Agent, Mobl21 Staff, Board of Education Members, Faculty, Students, Staff, Parents &
 * Retraining and Refining of Implementation || Change Agent || Follow up survey, one-on-one and small group discussions of pitfalls and successes; Followup inservices with modification to areas needing improvement || Faculty, Students, Staff, Educators,

Reference Page - APA Style