Tech Integration Project

Running head: TECH INTEGRATION PROJECT 1
Technology Integration Project
Spring 2020
UWG
Team Name: Group 7, MEDT 8461, Spring 2020, UWG

Change Agents: David Anderson, Sachet Lawrence, Rebekah Elliott-Mattox, and
Heather Tanner
Client: Newcastle High School
Innovation: Blended Learning
Intended Adopters: Student, Teachers and School Administration
TECH INTEGRATION PROJECT 2
Abstract
In this collaborative project, we assumed the roles of change agents and developed an
action plan to integrate an innovative technology to a school or organization. Our innovative
technology was blended learning and our school of choice was Newcastle High School. We
describe what blended learning is and the various ways in which it can occur. We explain why it
is needed and how it can foster learner-centered instruction. We also explain blended learning in
terms of the five attributes: relative advantage, compatibility, complexity, trialability, and
observability.
We give a synopsis of Newcastle High School including its setting, demographics, school
norms, culture, and school structure in order to better understand the model of instruction that
currently exists there and how our innovation will change that. We include some general
characteristics of the intended adopters (stakeholders) that blended learning will impact.
Members of our group conducted interviews with our intended adopters in order to get a better
understanding of their perceptions, attitudes, concerns, support needs as well as environmental
factors. This would help us understand the cognitive, affective, and contextual factors that could
affect the adoption and implementation of blended learning in Newcastle High School. In order
to facilitate the adoption and implementation of blended learning in Newcastle High School, we
developed a Technology Integration Plan which we have included.
1a. Innovation
In this section, we present an overview of the innovation we are proposing for our
project. We define the innovation, we explain what advantages it may bring to the context, and
we note its five attributes in terms of Rogers’ (1995) Diffusion of Innovations change model.
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Blended learning refers to a learning environment which includes students doing part of
their studies and assignments online, on a computer. A blended classroom or blended learning is
a combination of both in-class instruction and online work where different models have been
developed to suit different needs.
This innovation cost has been worked into the districts existing budget for technology; all
students will have access using Chromebooks already provided by the district and the use of
Google Classroom. It requires Chromebooks, Laptops, or any device that has WiFi access. The
WiFi has been installed throughout all schools in our school system. The software provided by
the school system, in this case would be the use of Google Classroom and any free software
available to teachers that is specific to their content. The school system has budgeted future costs
of maintaining and upgrading technology.
Definition and General Features of the Innovation
The purpose of blended learning is to allow students the ability to take home their
computers as well as use them in a classroom setting under guided instruction from the teacher
ensuring that students have access to online materials needed for student-centered learning.
Rationale
Blended learning provides schools a high level of compatibility with flexibility in
facilitating differentiation, individualized, and personalized instruction. This is a great benefit as
classrooms everywhere are made up of diverse learners. This would allow school systems the
ability to reach these learners and to meet the standards that are required in education today.
Five Attributes of the Innovation
Before an innovation can be adopted by a group, there are five main factors that influence
the adoption decision: relative advantages, compatibility, complexity, trialability, and
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observability. Relative advantages refers to the degree in which the innovation seems like a
better idea than the innovation it is replacing. Another attribute of innovation is compatibility.
This refers to how relevant and consistent the innovation is with values, beliefs, past experiences,
and needs of the potential adopters. The third attribute of diffusion of innovations is complexity.
Complexity refers to how difficult the innovation is to use or understand for its adopters.
Trialability, the fourth attribute of innovation, is the period in which the innovation can be tested
before it is accepted by an adopter. Lastly, the fifth attribute is observability. Observability is the
extent in which the innovation is able to provide results (Rogers, 1995, p.15-16). The following
section details how a blended learning classroom meets each of the five attributes of a diffusion
of innovation.
Relative advantage
The Instructional Design of Blended Learning provides convenience and flexibility for
both instructors and students. Communication is enhanced between students as well as with the
instructor. Team members personally have preferred Blended Learning (or a “hybrid” class)
because it has enabled having more one-on-one communication with students.
Compatibility
Blended Learning is compatible with needs within the lives of teachers and students
because computers are in the majority of our modern environments. Teachers and learners can
study and work at home and any place with an internet and WiFi connection. Further, Blended
Learning provides schools a high level of compatibility with much more differentiation,
individualized, and personalized instruction.
Complexity
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The relative difficulty, inherent in this innovation, is moderate. The learning of new
technological skills will be minimal. The stakeholders already are using the technology. What
will be new is that new habits need to be formed whereupon there is a change from face-to-face
teacher-centered instruction to a blend of student-centered, teacher-centered, and one-on-one
face-to-face interaction within multiple learning environments.
Trialbility
A high degree of experimentation is expected because this innovation associates with
the factor that most stakeholders regularly access computers on the Internet, so the participation
is expected to be very good.
Observability
A high degree of observability is expected. Chromebooks are already provided by the
district and the use of Google classroom, and WiFi access. Administrators can use blended
learning to have easy access to data collected to help measure effective instruction. Teachers can
use blended learning to create video and content as they see fit that can be accessed from home
or at school. Teachers can monitor the progress of their students on their mastery of a skill.
Students can use blended learning to access content anywhere any time. If they access a video
from a teacher, they can watch it as many times as needed to master the content. Parents can use
it to monitor assignments and their students’ progress. It would also be a useful tool for
communication with teachers.
1b. Context
The context of this project, a school and its adopters, are described below.
Description of the School or Organization
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Newcastle High School is located in the Atlanta Metropolitan Area. Though a small
percentage of the area is rural, it is predominantly urban. Forty-five percent of the student
population is economically disadvantaged. The school climate is diverse with the White
population consisting of 58.7%, Black 27.4%, Hispanic 7.9%, Multiracial 4.7%, and Asian 1%.
These figures were taken from the district website under the school profile:
Students: 2,257
Grades: 9-12
Classroom Teachers:128
Student Teacher Ratio: 18-1
Minority Enrollment: 36%
Graduation Rate: 86%
Administrators: 8
This data was taken from the Newcastle High School teacher orientation at the beginning
of the 2019/2020 school year.
General Characteristics of the Intended Adopters
Currently Newcastle High School has 8 administrators, 128 classroom teachers and 2,257
students enrolled between grades 9-12.
Newcastle High School has a reliable technology base. Each teacher and student will be
given his or her own Chromebook to use inside and outside of the school. The students are also
encouraged to use it to communicate with administration and teachers. Every classroom has
WiFi, projectors and desktop computers. All teachers will be asked to use Google Classroom in
this blended environment. While some teachers may be using Google Classroom, of those using
it currently, most use it to replace posting daily assignments written on the whiteboard, to
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posting assignments on the Google Classroom stream. Furthermore, while not all teachers are
using it to create assignments or tests, with time, more and more are doing so.
Each student has their own email address, and administration is utilizing that more each
day to communicate with the students. The students will be encouraged to use the online
resources to receive their instruction, communicate with their teachers, administrators, and
collaborate with fellow students. Students and parents will possess the means to students grades
and any missing assignments. When students are absent from school they will still have the
ability to access their classwork from home, limiting the possibility of falling behind. This type
of technology will only make the boundaries of learning expand beyond the walls of the brick
and mortar classroom.
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2. Analysis
Method and Sample
Prior to adopting full integration of a blended classroom flex model into every class at
Newcastle High School, it is critical that both attitudes and perceptions of all stakeholders be
carefully considered. This will allow the development of a plan that will positively impact all
stakeholders. In order to understand various attitudes and perceptions, teachers, students, and
administrators were selected for interviews because these are the groups most responsible for the
integration of this innovation. As part of the data gathering process, the plan was to interview
nine students and three teachers. However, because school was cancelled, we were unable to
obtain interviews from our third group of adopters, administrators. We did however obtain
interviews from students and teachers who were selected from various grade levels and content
areas in order to gather a variety of perspectives and opinions. In addition to surveying their
thoughts about a blended classroom flex model, respondents were also asked about the
technological skills, areas of support they might need, as well as any concerns they might have.
Since teachers will be primarily responsible for implementing the blended flex model into their
class, students using the instructional technology provided, and administrators supporting both
groups, the following discussion for each section provides feedback from each of the three
groups of adopters.
Perceptions and Attitudes Toward Blended Learning
Students:
All the students interviewed were excited about the opportunity to complete course-work
early, at their own pace. The flex model would support that with the online portion, but they
would still have to complete work in class as well. That might discourage some student-desire to
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complete work ahead of the class. Most of the students felt good about the possibility of taking
direct instruction from videos too; one student explained, “A video might be able to explain
something in a way that a student can understand where they might not have at first,” is exactly
why they are useful for portions of the curriculum (Student 4, personal interaction; March 2020).
Students would also have access to these videos where they have the ability to stop, rewind, and
start again for better understanding of a concept.
Teachers:
The teachers interviewed were open-minded, and overall positive about the idea of using
a flex model or blended learning classroom model for their instruction. When asked how they
would be able to utilize this technology with their curriculum, all of the teachers were able to
provide ideas on how they could incorporate instruction online, and still include face-to-face
instruction. Some ideas that were suggested to incorporate face-to-face instruction in a blended
learning classroom included video chats and planned team meetings and Flipgrid.
Administrators:
All the interview respondents were teachers. Our interviews were less than planned due
to school being cancelled.
Knowledge and Skills in Relation to Blended Learning
Students:
When questioned about how comfortable they are using technology, 1 being the highest
and 5 the lowest, students averaged a 2 in their answers. Most of them believe that they can
navigate technology in an effective way to complete, at least the online portion of a blended
course, with ease. Furthermore, all of the students interviewed mentioned positive interactions
with technology in terms of school work. One student explained, “It helps out rather well;
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technology has allowed me to ensure I can take notes in class or to have a compact method of
doing schoolwork rather than managing a wide array of papers” (Student 1, personal
communication, March 2020). Overall, students see infusion of technology enable or enhance
lessons as a positive thing that might help their ability to advance their academic careers. Their
intuition is that more seamless integration of technology helps level the playing field in some
cases and lifts students beyond their analog capabilities.
Teachers:
One significant skill to be able to successfully incorporate a blended learning classroom
is the knowledge of technology and educational technologies. Out of all of the teachers
interviewed, 100% considered themself to be advanced in terms of technology-savviness. The
other options the teachers could have chosen were novice, user, or very tech-savvy, so the option
that all of the teachers chose shows that they are very comfortable with educational technology
but not at a level that would exceed expectations.
Administrators:
Concerns about Blended Learning
Students:
When asked about their concerns with Blended learning the students had a variety of
concerns. Two students were concerned about the ability to communicate with their teacher and
to be able to understand what is being asked of them. Three of the students mentioned that they
had concerns about staying on task and not being able to complete the work since there are more
distractions while working online. Student 7 mentioned the “lack of communication in projects,
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where other students have neglected their duties on the project, which is easier to do online than
in person” (Student 7, personal communication, March 2020). This student is essentially worried
that information one gets online may not replace face to face interaction one receives in the
classroom. When a teacher sees that a student is not understanding directions he or she can take
the time to explain it in a different way or answer follow up questions the student may have.
Teachers:
One obvious, and very significant concern, that the teachers interviewed had was the
amount of planning involved in creating an effective blended classroom using technology, and
the students’ knowledge of navigating technology as it pertains to a classroom setting. Another
concern was that the advanced coursework students would be able to utilize resources for a
blended classroom more, over students in a college prep class. Another teacher made a great
point when she stated, “I think teachers need to provide equitable opportunities for all students
that involve realistic expectations and clear instructions” (Teacher 3, personal communication,
March 2020).
Administrators:
Adopters’ Support Needs
Students:
All students interviewed have access to the internet outside of school, thus working on
classes from home would not be a problem. At Newcastle High School every student would be
given his or her own Chromebook for use inside and outside of the classroom. This enables all
students to complete instruction and lessons anywhere there is internet connection. If a student
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lives in an area that does not currently provide Chromebooks or a means for accessing
information, blended learning would be of a great benefit to that particular student. Support
should be given in terms of training for incoming students for basic understanding of how the
innovation will change the manner of classwork and homework. It is vital that students
understand how the changes will affect their school, and while they have the capability to access
their schoolwork, they should understand the expectations of them that the new model will have.
Teachers:
All of the teachers interviewed stated that they felt they had enough support in using
technology in the classroom. While this may be true for the teachers who were surveyed, this is
not consistent across the board for teachers in a school district. Based on informal conversations,
staff meetings, and professional developments, there is still a significant amount of teachers who
would not have the extensive technology support needed to effectively utilize a blended
classroom model. More professional development and one-on-one lessons would best benefit
those teachers.
Administrators:
Social and Organizational Factors
Students:
Students are encouraged about their ability to move ahead with online coursework. All of
the students surveyed have internet at home, a significant factor in a flex model of blended
learning because it requires work at home. All students surveyed liked working a group when
given the choice yes or no. This is interesting because personally I find that there are always
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some students who prefer to work alone because they fear their group mates may not do their fair
share of the work. The students did say that it was beneficial in getting work done faster. The
online portion of the flex model could be a driving factor in the students success. There is a
significant glimpse into social norms of working in the question, “Are you more likely to do
work at home or in school?” Every student, except two who said, “school”, said they were more
likely to do work in either. This is good because it means the majority feel comfortable
completing work in both the face-to-face classroom environment as well as the at home online
environment. For those students who seem to be likely to do work in a space organized for work
there might need to be some reorganizing, or explanation of those expectations for home-based
work.
Teachers:
In terms of organization, when asked what type of classroom models work best for them,
approximately 67% of the teachers said that a flex model would work best. The model with the
second highest votes, approximately 33%, said that a rotation model would work best. None of
the teachers interviewed voted that a strictly face-to-face, online lab model, self-blended model,
or online drive model would work. When asked why these models work best over the other
models, the teachers stated that it “works well with younger students” (Teacher 2, personal
communication, March 2020), “good teaching takes transitions to keep students engaged”
(Teacher 1, personal communication, March 2020), and “I am able to be more involved and
accessible to students and their learning. I think the Flex model would work best with my
students at the school where I work.” (Teacher 3, personal communication, March 2020).
Administrators:
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Barriers to Blended Learning
Students:
In the interviews the students' feedback showed that they had one major barrier with
Blended Learning. This barrier was that they didn't know how Blended Learning would
overcome having a teacher to be able to help them when they came across issues at home in the
online home-based learning environment. The one Issue that I thought was absent was the ability
to connect to the Internet at home. This was not a problem with our interviewees since they all
had access to the Internet at home. This is a barrier that could be different in a bigger sample size
or different region. This barrier, in our opinion, can be easily overcome. By showing the students
that Blended Learning actually gives students more ways to show mastery of content through
various ways of assessing their knowledge and by showing them that using Blended Learning
allows educators the ability to present content in different ways and allows them to make content
available to students on a bigger platform. This will also remind the students that Blended
Learning does have face-to-face time where they can receive help in this manner if they prefer.
Wei will also remind them of the other ways of communicating with their teachers to help
overcome this barrier.
Teachers:
When asked what they perceive to be the most significant barrier when implementing a
blended learning classroom, the responses were split. One teacher voted that the most significant
barrier would be computer availability each day. Another teacher voted that the most significant
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barrier would be both with time planning and students not completing their work online nor
being able to manage it. Lastly, one teacher voted that the most significant barrier would be all of
the choices: time and planning, students not completing their work online nor being able to
manage it, and computer availability each day. All of these barriers are significant and can
impose serious problems on a blended learning classroom model.
Administrators:
Enablers of the Innovation
Students:
When it comes to enablers of Blended Learning the students were asked questions about
their opinions on several different methods of learning that can take place in a Blended Learning
environment. This was done to see how the students felt about these methods, and to see if in the
Blended Learning Flex model, there would be enablers to get our school to use Blended
Learning. The students were asked if they thought that learning with videos would be an issue
and 89% of the students responded that it would not and were very excited about the potential of
using videos to learn. Student 1 stated, “videos can provide a solution to a problem that would
otherwise seem complex without it. Having someone solve a problem and show their work in
video would allow students a chance to find the fault in their work if they are having
difficulties”(Student 1, personal communication, March 2020). Another enabler that the students
liked was about being able to finish work ahead of time. Out of the students interviewed, 100%
of them said they would like the opportunity to work ahead and finish work ahead of time. We
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can come to the conclusion that with students feeling comfortable with these two aspects of
Blended Learning it will only enable our school to give Blended Learning a try.
Teachers:
The teachers interviewed were able to find and respond to many different enablers
utilizing a blended classroom model. One teacher stated that “students do not have distractions of
classmates and can self-pace” (Teacher 1, personal communication, March 2020) as a valuable
component of teaching online versus face-to-face. Another enabler stated the blended classroom
model was “any subject [can be easily adapted] to the online learning model” (Teacher 2,
personal communication, March 2020). Lastly, a teacher stated that “I would be more likely to
teach new material or more complex material online, and then, I would provide supplemental
material face to face. For example, I would probably teach the essay writing process online, and
then, provide examples of different essays, practice opportunities, online videos teaching the
same material with different strategies face to face.” (Teacher 3, personal communication, March
2020).
Administrators:
Five Representative Quotes
Teacher 1 Quote
Teacher 2 Quote
Teacher 3 Quote
Student 1 Quote
Student 2 Quote
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3. Technology Integration Plan
Broad Goals:
1. Implement a flex-model of blended learning for a self-identified group of students.
2. Use a select group of tech-savvy teachers, as a team, to implement blended learning and
offer as a course.
Action Plan
Step 1: Meet with Principal, Administrative Team, & Teacher Leaders
The change agents will request a formal meeting with the principal in addition to assistant
principals, teacher leaders, department chairs, and instructional coaches. The purpose of this
meeting is for the change agents to introduce the flex version of blended learning. The change
agents will then shift the focus of the meeting to discuss information regarding the flex model.
The change agents will then shift the focus of the meeting to discuss the vision of the school as
well as current progress on school improvement goals and also how the flex model can be
implemented in order to meet the needs of all learners and how it can be introduced effectively
and efficiently to the faculty to ensure implementation. During the meeting, change agents will
record all responses as well as the various perspectives presented by attendees and any other
pertinent notes while also documenting individual contributions and their respective roles within
the school, so that this can be used.
Rationale:
Effective integration of instructional technology into the school’s vision and curriculum
is contingent upon proper alignment of the innovation with the expectations of the school’s
leaders. It is important to note that if the administrators, teacher leaders, or department chairs are
unfamiliar with the innovation and how it is going to be used to change instruction, then the
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meeting will have a more professional development feel. When we meet with the Principal, it is
critical that we determine his/her goals for the school as well as the students and faculty
members because the Principal’s vision is what everyone will follow. The Principal’s vision is
shared with faculty members, students, and stakeholders who are given the task of having this
vision a reality. This meeting will help the change agents have a firm understanding of this
vision and how the innovation can best be implemented in order to meet the needs of all students
and improve instructional practices. It is also imperative that teacher leaders and department
chairs be present for this meeting and provide feedback, so that any questions or concerns
regarding a flex model can be discussed and addressed. While much of the meeting will be
informative in nature with flex model basics, alignment, and goals are discussed, the feedback
that is gathered as part of this discussion will be used to inform future steps of the integration
process. Bodilly (2004) discusses the significance of teacher accountability in curriculum design
along with other staff members, stating “strong planning, coordination among foundation staff,
and communication of expectations could provide a solid base for starting and any new
initiatives” (p. 124). As this meeting unfolds, it will be imperative that the change agents probe
in order to discover if any teachers in the school are already using the flex model, or if there are
any teachers willing to be early adopters.
The Instructional Design of Blended Learning provides flexibility for both instructors and
students. Moreover, communication is enhanced between students as well as with the instructor
(Sagarra, N., & Zapata, G. C. 2008 p.8).
Key actors:
● Principal
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● Assistant Principals
● Instructional Coaches
● Innovators
● Department Chairs
● Change Agents
Resources:
● Conference Room
● Technology Integration Plan
● Computers and/or Chromebooks
● Information on Flex Model
● Presentation Software (i.e. Google Slides, Docs, Word, or PowerPoint)
● Internet
● Scheduled time to meet before or after school for one hour
Timeline:
● 1 week
Step 2: Identify Pilot Teachers & Innovators with Surveys and Analysis
It will be necessary for the change agents to develop a questionnaire or survey using
Google Forms that will be sent out to a select group of teachers. This group will be determined
by school administrators, department chairs, or instructional coaches. The purpose of the Google
Form will be to assess both teacher knowledge and interest relative to the flex model. At this
point, the change agents will be responsible for targeting the teachers who have the willingness
and knowledge to skillfully implement the flex model into the curriculum. The change agents
will also store all of the teacher responses in Google Sheets, ensuring that the responses are
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organized and can be accessed by all change agents when necessary. At this point the change
agents can begin analyzing the collected data and how to move forward with the highly
motivated teachers while also developing a plan for teachers who are reluctant or less prepared.
Rationale:
After the team has met with various school leaders where a strong understanding of the
blended flex model has been established along with the integration of this model with the school
vision, it is imperative to identify the teachers who might already be using a flex model or
something similar. Once these teachers have been identified, the change agents can gather some
data about these teachers regarding their instructional style, technology expertise, and
pedagogical proficiency. In order to determine which teachers are already using a flex model,
change agents can utilize the data and information taken from administrator and teacher leader
feedback. Additionally, the team plans to send out surveys to measure teacher interest in the flex
model, as well as, teacher proficiency in utilizing instructional technology, and varying
instructional methods. Strahan (2003) discusses how data-driven dialogue can serve as the
central dynamic when, “developing supportive cultures that enable participants to coordinate
efforts to improve instruction and strengthen professional learning communities” (p. 127).
Having teachers complete these surveys will allow the change agents to gather vital and
authentic feedback that allows everyone to coordinate their efforts and work towards the same
goal. In addition, this will allow data driven dialogue to take place, which will strengthen
professional learning communities that are needed in order to fully integrate the flex model.
Once the surveys are sent, the responses will be collected and analyzed in order to determine
how willing the selected teacher group is to integrate the flex model.
Key actors:
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● Administrators
● Teacher Leaders
● Innovative Classroom Teachers
● Change Agents
Resources:
● Google Forms (Survey)
● Google Sheets
● Computers/Chromebooks
● Internet
● Teacher Email Addresses
Timeline:
● 2 weeks
Step 3: Identify Existing Resources & Knowledge of FLex Model
In order to determine how the flex model can be implemented, it is necessary that the
change agents take inventory of school technology that is available. Furthermore, the change
agents should acquire any information regarding the school’s technology plans. This could be in
the form of a grant, use of Title I funds, or funds directly allocated from the district. At this
point, the change agents will begin using the information gathered in Step 1 along with the
information gathered from teachers in surveys in order to develop a plan to wisely use resources
for technology. Change agents will carefully consider the responses of teachers in order to help
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provide them with what they need most or what can help them most In order to achieve this the
change agents will have various data sources that can be used to begin identifying needs,
equipment (both what they have and need) and other pertinent resources. Finally, the change
agents can begin planning the subsequent phases of the integration project.
Rationale:
Step 2 involved the change agents gathering and analyzing data, and in Step 3 will
involve similar actions. After the surveys have been disseminated and responses delivered, the
change agents will need to continue to analyze the data collected in order to determine the
interest level of the teachers and how much they actually know about the flex model. It will also
be important for the change agents to not only determine the interest of some teachers, but more
importantly, determine if these teachers understand how to proficiently use instructional
technology. The information gathered here will serve as a baseline for the change agents. The
teachers chosen will be among the most advanced in their approach, meaning that the
expectation is that the rest of the faculty will not be as proficient. The selection and use of the
most proficient teachers will allow the team to begin planning to roll out this plan to the entire
faculty. This planning process will involve a plan to determine what support the whole faculty
will need to adopt the flex model. Much of this will include professional development
throughout the school, it is also very important that the change agents not only have access to
school technology but also develop a p;an for what other resources are needed in order to support
the teachers and the implementation of the flex model. Understanding the needs of teachers and
their professional capabilities with regards to technology will allow the change agents to
determine what software or training products that will need to be purchased. This will ensure that
new resources are properly and efficiently put to use by the adopters in the school. According to
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Gura (2018), “in understanding classroom tech use, and especially in planning for it, it’s wise to
survey and understand the capacity and suitability of classrooms in which the technology will be
employed- and to do so from the point of view of technology use - ahead of making decisions”
(p.16). It’s imperative that an accurate account of available resources available in the school be
known for the needs of the innovation. This will prevent waste, but serve to help teachers who
remain somewhat skeptical of the flex model. Also, this will help ensure long-term sustainability
of the flex model to ensure student achievement.
Key actors:
● Administrators
● School and/or District Technology Specialist
Resources:
● Technology Integration Specialist
● School Technology Inventory
● School Technology Plan
● Data collected from surveys pushed out in previous step
● Funding
Timeline:
● 1 week
Step 4: Establish Pilot Group
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A group of experienced teachers will help decrease the levels of uncertainty with the
model. If teachers do not have a specific direction or understanding of what blended learning is
supposed to be, then there is greater opportunity to reject the innovation. The pilot groups
purpose to provide more information about the model and make appropriate changes within their
use of the model. The time provided to manipulate and play with the tools provided to them will
help them understand, and in turn they can help their colleagues understand how to utilize the
tools properly to avoid confusion and uncertainty, thereby increasing the success of the
innovation.
Rationale:
Communication is discussed extensively in E.M. Roger’s writings. Diffusion, he notes,
occurs mostly through subjective evaluation from a group of peers (Rogers, 1995, p. 18). If a
strong group of teachers is able to utilize, test, and manipulate the model effectively, then they
can attribute some success to that model. This group of teachers can lead the rest of the staff in
either professional development or ongoing diffusion as change agents, instead of part of the
population. Utilizing teacher-leaders as change agents should effectively speed up diffusion of
the innovation for the steps that follow.
Key actors:
● Administrators
● Teachers for Pilot Group
Resources:
● Technology Integration Specialist
● School Technology Inventory
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● School Technology Plan
● Technology
● Instructional Coaches or district curriculum
Timeline:
● 1 Week
Step 5: Deliver technology, training, and materials for pilot group
This step will deal with the practical application of the technology used within the school,
in order for its most effective diffusion. Teachers who will be using, for some, a new model of
teaching need time to learn the technology’s positives, as well as the deficiencies in delivering,
reinforcing, and extending content. Furthermore, early adopters should be familiar with the
courses that they are planning on delivering, so they need time to discuss and develop the flow
and scope of the course.
Rationale:
Developing an appropriately integrated set of technology is very important because if it is
incoherent, then the adoption of diffusion becomes more difficult. In facilitating a school-wide
paradigm shift, Reigeluth & Duffy (2014) lay out the secondary needs of technology beyond
student creation: “communication, including email and blogging...calendar and personal
planning...administrative access to information and authority to input information...documenting
general student data...central resource on educator data including...professional development
plans..”(p.21). If all of this information is readily available to the pilot group, and the group is
able to access and develop their courses using technology they are going to implement. The time
and just-in-time instruction, serve as educational support and tutorials might be used in
professional development to help teachers understand its power and experiencing how it works
26
will hopefully ease the process of diffusion (Reigeluth & Duffy 2014 p.19). Furthermore, time to
play and practice is infinitely important in the process of integration. The lack of specific
technology knowledge and skills, technology-supported pedagogical knowledge and skills, and
skills, and technology related classroom management knowledge and skills has been identified as
a major barrier to technology integration (Hew & Brush, 2007, p.227). The teachers in the
piloting program have an opportunity to become early adopters and change agents to affect the
diffusion across the school.
Key Actors:
● Teachers of Pilot Group
● Professional Development Team
Resources:
● Computers
● Learning Management System
● All other available technology
● District Wide Curriculum
Timeline:
● 2-4 Weeks
Step 6: Test & Observe Pilot Group for Flex Model
This step is essentially a trial run where the pilot group begins the implementation of the
flex model. During this one semester of implementation, teachers and administrators will
evaluate what seems to be working and what needs improvement. The teachers will roll out the
curriculum they created to correlate with the flex model, and begin to instruct the students on
27
how to use the technology. Being the test group, the teachers and the students may experience
difficulties in using the technology to their advantage.
Rationale:
Teachers must have the ability to utilize the innovation in terms of a trial model. One of
the key components in determining the success of diffusion of an innovation is trialability.
Rogers (1995) explains, "New ideas that can be tried on the installment plan will generally be
adopted more quickly than innovations that are not divisible" (p. 16). Allowing a group to pilot
and try out the innovation will allow for easier diffusion of blended learning going forward. The
initial trials of this model will, according to Rogers (1995), "represent less uncertainty" a key
push back to diffusion (p. 16). The trial of the blended learning model will alleviate teacher and
student worries, and provide a flexible base on which to build the future of a successful model.
The trial model will also provide an opportunity to remove barriers such as complexity in
understanding the model because teachers will have the opportunity to provide feedback and
explain how the model is to work in future iterations.
Key Actors:
● Teachers
● Students within test courses
● Administration
○ Observation
○ Evaluation
○ Support
Resources:
28
● Computers
● Learning Management System
● All other available technology
● District Wide Curriculum
Timeline:
● 16 Weeks (1 Semester)
Step 7: Assessing & Revisions of Pilot Group Flex Model
The key actors and resources in this step include staff, students, change agents,
innovators, and the technology being used. The staff and students who piloted the flex model
will be able to provide insight relative to their experience, which will give the change agents
information and data that can be used to be reassessed before expanded use. The change agents
will also look at the technology that was used to determine if there are any improvements that
need to be made to the technology used for implementation. Some examples could include
software, hardware, network, etc. The timeline for this step will be 2 weeks. During this time the
change agents will be able to look at the information gathered from the pilot group and make
executive decisions about any initiative changes that may need to happen as a result of
circumstance changes.
Rationale:
The rationale for this step in our action plan is to ensure that our innovation is
consistently being assessed and evaluated. This is something that must happen when
implementing a new innovation. This idea coincides with Judge & Terrell's (2013) 6th principle
for bringing about organizational change. Our innovation is a model from the concept of Blended
Learning most commonly referred to as the flex model. The flex model is a concept that mostly
29
delivers content online with a teacher available for assistance and individualized support. This is
important to know because when this model is piloted it will be the first of its kind for our
school. Judge & Terrell's (2013) 6th principle states, "revise the change plan as the change
initiative unfolds; recognize that sometimes your circumstances change while implementing a
change initiative" (p. 55 & 65). This is important to consider because we think we know where
the innovation will take us, but we never truly know until the innovation is happening.
Key Actors:
● Staff
● Students
● Change Agents
● Innovators
Resources:
● Conference Room
● Computers and/or Chromebooks
● Information on Flex Model
● Presentation Software (i.e. Google Slides, Docs, Word, or PowerPoint)
● Internet
● School Network
● Scheduled time to meet before or after school for one hour
Timeline:
● 2 Weeks (Winter Break)
30
Step 8: Introduce Flex Model in Small Groups Rather Than All of Faculty at Once
After a few weeks of observing, monitoring, and supporting the pilot group, the next step
is to begin working toward school-wide integration of the flex model. Rather than
communicating this change to the entire faculty at one time, we plan to introduce and
communicate the flex model to small groups. As much as logistically possible, teachers will be
divided up for these meetings based on content areas. This will allow the team to not only
communicate the basics of the flex model to smaller groups, but also to tailor the examples to
each group. Our feeling is that when math teachers see math flex models, they are more likely to
be receptive and see the usefulness of the flex model. The same can be said for all of the other
content areas within the school.
Rationale:
The small group, content area settings will serve as the best opportunity to inform all
faculty members about the flex model. Our expectation is that there will be some teachers who
are resistant or skeptical regarding the flex model. In order to alleviate some of their concerns,
teachers from the pilot group (and when possible, from the specific content area that matches the
concerned teacher) will be used in order to provide testimonials. These skeptical or concerned
teachers will have some of their concerns alleviated because their peer is conveying their
experiences using the flex model. Our team also plans to have data prepared from the pilot group
to further bolster the testimonials. It is imperative that the data be organized and presented in an
easy to understand way for the skeptical teachers. Kotter (2007) would characterize these
skeptical teachers as a potential stumbling block that must be accounted for and taken care of.
According to Kotter (2007), all participants must be willing to make some short-term sacrifices
and, "employees will not make sacrifices, even if they are unhappy with the status quo, unless
31
they believe that useful change is possible. Without credible communication, and a lot of it, the
hearts and minds of the troops are never captured" (p. 100). Teachers from the pilot group will
communicate to the small groups how the flex model provides more opportunities to engage
students in an authentic way as opposed to the old, basic modes of instruction. Further, the
change agents will have some video recorded student testimonials from students who were in
some of the pilot group classes. The goal is to present this information and data in such a way
that all teachers, including those who might be skeptical, are enticed and encouraged to give the
flex model a try and incorporate it into their own classes.
Key Actors:
● Pilot Teachers/Early Adopters
● Administrators
● Instructional Technology Specialist
● Change Agents
● All other teachers in the school
Resources:
● Video presentation of some students from the pilot teacher classes and how they feel
about the flex model. Could also record teacher testimonials if they are more comfortable
with this format or logistically cannot be at some of the small group meetings.
● Presentation tailored specifically to each content area so the teachers can see how the flex
model would/could work for them.
Timeline:
● 1-3 Days
32
Step 9: Implement Flex Model for Interested Teacher Group
After hearing about the blended flex model of teaching, teachers who are not currently
practicing, but would like to, will self-identify. A group of teachers will be chosen to teach with
the flex model the following semester. They will take over one of the courses previously curated
by a group 1, innovator, teacher. This requires them to teach in a similar content area. They will
also have that innovator as a mentor in order to ease the levels of discomfort with the course, as
well as, having someone else to help curate changes within the course. Teachers will not all be
enrolled right away, but now there is a second group of teachers, identifiable as early adopters, to
the flex model within the school.
Rationale:
There are a few important points to emphasize in this step. First, the second group of
teachers should be interested in implementing a blended model into their repertoire. This
alleviates the tension of laggards, or those unconcerned with the transition to the blended model
being forced into a role for which they are unsuited, and a role that might in turn halt diffusion.
The second point to focus on is the mentor relationship that teachers have the opportunity to
nurture. Janikula (2017) researched the effects of mentorship on early teacher-burnout and
preparedness, "mentorship helps teachers feel more prepared in a variety of ways...students are
more likely to learn from a teacher who is well-prepared and confident..." (p. 30). While it is not
an exact parallel, it is very close. The early adopters are learning a new pedagogy, so they are
very similar to new in-service teachers, and giving them the support of expert innovators to
implement the model will help them feel prepared. Furthermore, they will have the content of the
course as previously constructed; that is another scaffold for the early adopter group. Finally,
adding a group of teachers will add to the continuance of diffusion of the model, and they will
33
have the opportunity to mold the course as they see appropriate, so there is another layer of
expertise with the content and utilization of the model.
Key Actors:
● Innovator Teachers
● Early Adopter Teachers
● Change Agents
Resources:
● Previously curated courses (from innovators)
● Technology (availability to a broader range of teachers)
Timeline:
● 1-2 weeks
Step 10: Observe and Progress Monitor Flex Model Adopters
Determining the level of implementation of the innovation for the two groups effectively,
the innovators and early adopters will be important in determining how best to proceed with the
project (Rogers, 1995, p. 22). If teachers are progressing at a positive rate, as evidenced through
interviews, and developing effective strategies, as evidenced by assessment, then the project will
continue in creating more intentional adopters. This will lead to creating and developing
additional blended courses for students who find it to be a positive learning experience, those
who are excelling. Additionally, this is a good place, after a little less than a year, to determine
the pitfalls of the program, and what is not being implemented and utilized properly.
Rationale:
34
Observing and interviewing teachers using some of the Concerns Based Adoption Model
is an effective way of determining levels of use among the identified adopters. The first group of
teachers, innovators, should reasonably show signs of routine and refinement, using the
technology and model without pedagogical glitches, as well as refining both pedagogy and
technology to fit the needs within their classroom. The early adopters group should reach the
level of routine use, while they may consistently reach levels of mechanical use because they
have not had the experience to consistently refine their pedagogy or technology practices (SEDL,
2011, 2:48 - 2:58). Using the Concerns Based Adoption Model, administrators and change agents
can identify how well the model is progressing among adopters. It also allows the adopters to
express concern over progress, or their belief in the model as a whole. A quality standardized
interview with checkpoint questions should give a clear picture of the adopting stakeholders'
points of view on the diffusion of the flex model of learning.
Utilizing scores in classes and comparing them to previous years' scores in similar
assessments will be helpful in understanding how well students are adapting to the new
pedagogical model. If scores are significantly different, there is cause for further inquiry of
student and/or teacher behavior with the new model. If student scores are similar on benchmark
assessments, then the model may be working adequately. Seeing if students are making progress
in their learning is the most important piece. Finally, all stakeholders should be asked whether or
not they are pleased with the new model, and they should be asked to explain their answers in
order to get a better rounded understanding of how efficient, appropriate, or simply how well the
model is working and diffusing across the spectrum of stakeholders.
Key Actors:
● Adopting Teachers
35
● Change Agents or Administration
● Students
Resources:
● Conference Room
● Standardized Interview Questions based on Concerns Based Adoption Model
● Curated and Graded Assessments for Comparison
● Scheduled time to meet before or after school for one-two hours
Timeline:
● 1-2 Weeks
Years 3-5: Plan for Sustainability
The goal of this plan is to use tech-savvy teachers and administrators to implement a
blended learning classroom environment to improve student learning and engagement. To ensure
that this plan is consistently being implemented by all teachers and administrators, it is important
that professional development opportunities are offered from a variety of sources for the first
three years of implementation. With continual professional development, all agents will be more
inclined to continue usage of the technology innovation, and can improve skills needed to
effectively implement a blended model in their classroom/school. Also, because all
administrators and staff will be receiving this professional development, if the lead change
facilitators are no longer available, there should be other staff and/or administrators who
benefitted from this learning experience and can step into those roles. Along with professional
development opportunities, it is also important that all agents involved in the implementation
36
utilize their professional learning community. Everyone should reach out periodically to explain
tips, tricks, and other resources relevant to the implementation that would beneficial to further
successfully implement a blended model classroom. These sessions can be informal and in the
form of group discussion at faculty meetings, and/or through staff emails. The key factor in
ensuring that the implementation of a blended model classrooms continues past the initial three
to five year mark, even after key actors may have moved on, is to continue sharing success
stories, resources, and tips and tricks for all agents to be able to utilize with ease.
Summary Table
Action Rationale Key Actors Resources Timeline

Steps/Strategies
1.Meet with all The purpose of this Administrator Conference 1 week
stakeholders to meeting is to make sure s Room Meet 1 hr
determine goal of everyone is clear on the Instructional Integration
project flex plan. Questions and Coaches Plan
feedback are encouraged. Department Tech-
Change agents will be Chairs Hardware,
looking for early adopters. Innovators Software &
Change WiFi
Agents Flex Model
Handouts
Surveys will be given to Administrator Integration 2 weeks
2. Identify pilot assess teacher instructional s Plan
teachers and style, technology Instructional Survey
innovators within expertise, and pedagogical Coaches Tech-
school proficiency. Information Department Hardware,
will be used to identify Chairs Software &
change agents and pilot Teacher WiFi
teachers. Leaders Teacher email
Classroom
Teachers
Change
Agents
3.Identify Change agents will Administrator Technology 1 week
37
existing analyze data to determine s Integration

resources & teacher proficiency in Department Specialist
knowledge of using technology. Change Chairs School
flex model agents will determine Instructional Technology
current technology to Coaches Inventory
establish future needs. School & School
Funding and phase District Tech Technology
planning will occur. Specialist Plan
Tech -
Hardware,
Software &
WiFi Data
collection
Funding
4.Establish pilot By selecting experienced Administrator Tech- 1 week
group teachers to test the s hardware,
innovation, we can use Department Software &
these teachers to lead the Chairs WiFi
rest of the staff when the Pilot Teachers Learning
innovation is unfolded to Management
the rest of the school. System
District Wide
curriculum
5. Deliver This step gives the pilot Pilot Group Tech- 2 - 4 weeks
Technology group access to the Teachers Hardware,
technology in order for Professional Software &
them to practice and Development WiFi
develop the courses they Team Learning
are going to disseminate Management
using the new technology System
to implement the District Wide
innovation. Curriculum
6.Test & Observe Teachers need the ability Pilot Group Tech- 16 weeks
Pilot Group for to utilize the innovation in Teachers hardware, (1
Flex Model terms of a trial model. The Students Software & semester)
pilot groups will be able to Administrator WiFi
determine the strengths s Learning
and weaknesses of the Management
innovation. This allows the System
opportunity for making District Wide
changes to innovation Curriculum
38
prior to rolling out the plan

schoolwide
This step ensures testing Staff Conference 2 weeks
7.Assess and and re-evaluating of the Students Room
revise the goal technology so that Change Technology
and purpose improvements can be Agents Integration
made. Innovators Plan
Tech-
Hardware,
Software &
WiFi
Flex Model
Handouts
8. Introduce Flex Small group rollout will Pilot Group Conference 1 - 3 weeks
Plan in small help with a smoother Teachers Room
groups transition plan. The small Administrator Tech-
groups will consist of s Hardware,
teachers in the same Instructional Software &
content or grade levels Tech WiFi
where appropriate. Specialist
Designing the innovation Change
to fit their needs, Agents
Teachers
9. Using interested teachers Innovator Previously 1 - 2 weeks
Implementation in the next rollout of the Teachers curated
for Interested plan will alleviate tension Early courses
Teachers and possible roadblocks of Adopters Early Adopter
the plan. The next phase Change Teachers
will focus on peer Agents Change
mentors, Using the pilot Agents
group will build
confidence, increase their
user level, and build strong
material.
10.Observe & Observation of the Teachers Conference 1 - 2 weeks
Progress integration process is key Students Room
Monitoring in a successful Change Interview
technological transition. Agents Questions
The first group, Graded
innovators, should show Assessments
signs of routine &
39
refinement. The second

group, early adopters,
should be at a level of
routine use. A quality
interview should give a
clear picture on the
diffusion of the flex model
of learning.
40
References
Bodilly, S., & RAND Corp., A. V. (2004). Challenges and Potential of a Collaborative
Approach to Education Reform. RAND Corporation. Retrieved from
https://search.ebscohost.com/login.aspx
Bowyer, J.& Chambers, L. (2017), Exeter University, Research Division. Evaluating

blended learning: Bringing the elements together. Research Matters: A Cambridge
Assessment publication. Issue 23. Spring 2017.
http://www.cambridgeassessment.org.uk/research-matters/ © UCLES 2017Research
Matters.
Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching.
Retrieved 04/02/20 from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-
classroom/.
Fullanm M., Cuttress , C., & Kilcher, A. (2005). Eight forces for leaders of change.
National Staff Development Council, 26(4), 54-64.
Gura, M. (2018). The edtech advocate’s guide to leading change in schools. Portland,
Oregon:ISTE.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and
learning:Current knowledge and recommendations for future research Educational
Technology Research and Development EE 222. International Society for Technology in
Education (ISTE) (2019). ISTE Essential Conditions. Retrieved from
https://www.iste.org/standards/essential-conditions
Hilliards City Schools. Columbus, Ohio. Blended Learning Assessment.

https://www.hilliardschools.org/blendedlearning/attributes/assessment/
41
Janikula, Kent. (2017). Effects of Mentorship on Teacher Classroom Preparedness at the

Secondary Level. Retrieved from Sophia, the St. Catherine university repository website:
https//sophia.stkate.edu/maed/203
Judge, W.Q., Terrell, R.S. (2013). Navigating the white water of organization-wide
change: Best practice principles for change management. In L.Carter et al., The Change
Champion’s Field Guide: Strategies and Tools for Leading Change in Your Organization
(2nd ed., pp.51-72). San Francisco: John Wiley & Sons.
Kotter, J.P. (2007). Leading change: Why Transformation efforts fail. Harvard Business
Review, 85(1), 96-103.
Michigan State University.Office of Medical Education, Research, and Development.

What, why, and how to implement a flipped classroom model. Retrieved 03/28/20 from
https://omerad.msu.edu/teaching/teaching-strategies/27-teaching/162-what-why-and-
how-to-implement-a-flipped-classroom-model
Michigan Virtual Learning Research Institute (MVLRI).Feb. 10, 2016 Retrieved

04/06/20 from https://michiganvirtual.org/blog/teacher-self-assessment-for-blended-
learning/.
Reigeluth, C.M., & Duffy, F.M. (2014). Paradigm Change in education: Introduction to
the special issue. Educational Technology, 54(3),3-6.
Rogers, E. M. (1995). Diffusion of innovations (4th Ed.). New York: Free Press.
Sagarra, N., & Zapata, G. C. (2008). Blending Classroom Instruction with Online
Homework: A Study of Student Perceptions of Computer-Assisted L2 Learning.
ReCALL, 20(2), 208–224. DOI: http://dx.doi.org/10.1017/S0958344008000621
from https://articles.westga.edu:2074/docview/2273270193?accountid=15017
DOI: http://dx.doi.org/ijac.v4i3.1738
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Strahan, D., Carlone, H., Horn, S., Dallas, F., & Ware, A. (2003). Beating the odds at Archer
Elementary: Developing a shared stance toward learning. Journal of Curriculum &
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https://elearningindustry.com/5-technology-integration-plan-steps-can-tell-principal
43

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Running head: TECH INTEGRATION PROJECT 1

Technology Integration Project

Team Name: Group 7, MEDT 8461, Spring 2020, UWG

action plan to integrate an innovative technology to a school or organization. Our innovative

understanding of their perceptions, attitudes, concerns, support needs as well as environmental

developed a Technology Integration Plan which we have included.

developed to suit different needs.

of maintaining and upgrading technology.

Definition and General Features of the Innovation

Blended learning provides schools a high level of compatibility with flexibility in

facilitating differentiation, individualized, and personalized instruction. This is a great benefit as

Five Attributes of the Innovation

the adoption decision: relative advantages, compatibility, complexity, trialability, and

because it has enabled having more one-on-one communication with students.

individualized, and personalized instruction.

teacher-centered instruction to a blend of student-centered, teacher-centered, and one-on-one

face-to-face interaction within multiple learning environments.

A high degree of experimentation is expected because this innovation associates with

is expected to be very good.

A high degree of observability is expected. Chromebooks are already provided by the

communication with teachers.

Description of the School or Organization

Student Teacher Ratio: 18-1

Minority Enrollment: 36%

Graduation Rate: 86%

of the 2019/2020 school year.

General Characteristics of the Intended Adopters

students enrolled between grades 9-12.

and mortar classroom.

Method and Sample

Perceptions and Attitudes Toward Blended Learning

start again for better understanding of a concept.

to school being cancelled.

Knowledge and Skills in Relation to Blended Learning

cases and lifts students beyond their analog capabilities.

One significant skill to be able to successfully incorporate a blended learning classroom

interviewed, 100% considered themself to be advanced in terms of technology-savviness. The

but not at a level that would exceed expectations.

to school being cancelled.

Concerns about Blended Learning

the students’ knowledge of navigating technology as it pertains to a classroom setting. Another

to school being cancelled.

Adopters’ Support Needs

to school being cancelled.

Social and Organizational Factors

to school being cancelled.

Barriers to Blended Learning

overcome this barrier.

impose serious problems on a blended learning classroom model.

to school being cancelled.

Enablers of the Innovation

to school being cancelled.

Five Representative Quotes

3. Technology Integration Plan

1. Implement a flex-model of blended learning for a self-identified group of students.

Step 1: Meet with Principal, Administrative Team, & Teacher Leaders

the school, so that this can be used.

any teachers willing to be early adopters.

(Sagarra, N., & Zapata, G. C. 2008 p.8).

● Technology Integration Plan

● Computers and/or Chromebooks

● Information on Flex Model

● Presentation Software (i.e. Google Slides, Docs, Word, or PowerPoint)