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Diffusion of The Ipad - Lewis Chappelear Module 4 Submission
Diffusion of The Ipad - Lewis Chappelear Module 4 Submission
Lewis Chappelear
Lewis Chappelear lewis.chappelear@waldenu.edu Student ID #A00161608 Ph.D. in Education, Specialization in Education Technology
Project Submitted in Partial Fulfillment of the Requirements for EDUC 8841: Diffusion and Integration of Educational Technology
NEED
Apple co-founder Steve Jobs said in a 1983 speech that his companys strategy is really simple: to put an incredibly great computer in a book that you can carry around with you and learn how to use in 20 minutes.
This computer the size of a book needs to have a radio in it so that you dont have to hook up to anything and youre in communication with all of these larger databases and other computers at the same time.
RESEARCH
Steve Jobs and his research team at Apple had been researching the idea for the iPad for many years before its first announcement on January 27,
Apples first tablet computer was the Newton MessagePad 100 introduced in 1993.
The research from the MessagePad led to the creation of the ARM6 core with Acorn Computers.
The PowerBook Duo with Penlite was a tablet-based computer that was a predecessor to the iPad.
DEVELOPMENT
The iPhone was smaller than the iPad, but featured a camera and a mobile phone. This device pioneered the multi-touch fingersensitive touchscreen interface of Apples IOS mobile operating system.
By late 2009, the iPads release had been rumored for several years. Such speculation mostly talked about Apples Tablet, the iTablet, and the iSlate.
Steve Jobs introduced the world to the iPad on January 27, 2010.
Steve Jobs later said that Apple had begun developing the iPad before the iPhone.
COMMERCIALIZATION
300,000 iPads were sold on their first day of availability April 3, 2010.
Since then, Apple has introduced the iPad 2, iPad 3 with retina display, iPad 4 with retina display, and the iPad mini.
The iPad has infiltrated most industries including education, business, and healthcare.
Over 100 million iPads are now being used around the world and there is no indication that this number is going to dwindle any time soon.
INNOVATION-DESIGN PROCESS
An individuals decision about an innovation is not an instantaneous act; it is a process that occurs over time (Rogers, 2003, p. 169). In order for the administration at MHS to consider adopting the iPad as a new technology, the innovation-design process must be described.
KNOWLEDGE
The iPad can shoot video, take photos, play music, and perform online functions such as webbrowsing and emailing.
Timeline
Timeline to create knowledge about the iPad at MHS: May 2013 10 minute introduction of the iPad to the staff and administration at MHS at a regularly scheduled staff meeting. June 2013 20 minute panel discussion about the iPad. Students and teachers who currently use the iPad will sit on the panel. Administrators, school leaders, department leads, and select parents will attend this meeting. Ongoing demonstration of apps and resources that the iPad can offer (handouts in mailboxes, demonstrations at meeting, etc.)
PERSUASION
Students are currently loaned at least six textbooks for the school year. Each textbook costs roughly $80.00 plus resources.
The school textbook policy can be used for the iPads. Parents/guardians will be responsible for lost, stolen, or broken iPads. An optional insurance plan can be offered for a minimal
Computer labs will become a thing of the past! This can save hundreds of thousands of dollars over the years.
Students will have access to up-to-date resources, hands-on learning, and social networks. This can improve student engagement and motivation.
Timeline
Timeline to persuade the MHS administration and staff to adopt the iPad: August 2013 Presentation to the MHS administration about how the iPad can be a good choice for the school.
September 2013 Presentation to the MHS staff about how the iPad can be effectively used in the classroom and increase student engagement and motivation.
Ongoing discussions about how the iPad can be effectively used at MHS and how it can increase academic achievement and save money.
Decision
Encourage the MHS administrator to select the iPad as a textbook and computer replacement. Timeline: September 2013 December 2013
Implementation
Timeline:
January June 2014: Pilot program with the MHS 9th graders only. Teacher professional development, Apple TVs, etc.
August 2014: Full implementation of iPad program. All MHS teachers and students will be loaned an iPad for school use. Ongoing: Professional development for teachers to effectively implement iPad program.
Confirmation
Confirmation will take place when the administration at MHS seeks a reinforcement of the innovationdesign already made (Rogers, 2003, p. 169).
Timeline: January June 2014: Pilot program. Reflection and discuss will confirm or deny the choice to fully implement the MHS iPad program. September 2014 June 2015: Full implementation of the iPad program at MHS. Reflection and discussion to revise and/or confirm practices to create the most effective program possible. June 2015: Final evaluation of the fully implemented program at MHS. Adoption of iPads will be either confirmed or denied. August 2015: If iPad program confirmed, then year two of
The S-curve is innovation-specific and describes the diffusion of an innovation through the specific members of a specific social system (p. 275).
The S-shaped curve describes only cases of successful innovation in which adoption occurs among
Source: Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free
To diagnose problems
This pilot group of teachers and students who are acting as change agents at MHS are trying out the iPads and are confronting many obstacles. These challenges are being documented, and the solutions are being shared with others. With a small group of iPad users, the bugs are being identified and extinguished. This will make the larger iPad implementation much easier.
The end goal is to develop self-renewing behavior on the part of the clients. The change agents seeks to move the clients from a position of reliance on the the change agent to one of self-reliance (Rogers, 2003, p. 370).
of 50
- Low performing
students
- Students with discipline
problems
challenges or problems
S Provide some sort of incentive to adopt -
Perceived attributes that will help iPad use at MHS meet critical mass
S Complexity
S Triability S Observability
Relative Advantage
In order for iPad use to reach a critical mass at MHS, the students and teachers must believe that its use is better than what we have right now. It must improve academic achievement, provide easier access to information and resources, and provide a way for students and teachers to organize and share their work.
Complexity
Students and teachers must believe that the iPad is relatively easy to use and understand in order to reach critical mass.
Triability
Students and teachers must feel like they are able to try out the iPad before making a commitment to adopt it. This will help making them feel comfortable to experiment with it, make mistakes, and seek help and support.
A decentralized approach
A decentralized approach gives students and teachers the flexibility to decide how they want to use their iPads inside and outside of school. The capabilities of the iPad are constantly changing, and a decentralized approach allows for tinkering and triability of different apps and tools to meet the needs of an everchanging technical world. A decentralized approach also gives different groups at school the ability to use their iPads in a way that best meets their needs. A one-size-fits-all approach to iPad use is not practical or
Design Academy students next school year. This intact group is likely to be more innovative than other groups, thus creating an environment that will influence others to use the iPad and reach critical mass.
S Incentive for early adopters is that they get to keep their