Technology Integration Plan

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To begin the implementation of eBooks at Columbia Middle school, we developed the following action
plan:

Step 1: Meet with Assistant Principal, Teachers,

Media Specialist, and Students
We will arrange to meet with this initial group first to create open channels
of communicators as these are our major change agents.
Rationale:
The successful diffusion of an innovation is made easier when the
instructional leaders in the learning community show their support. We will arrange individual meetings
with each initial stakeholder, emailing them a link to a webinar overview on the use of electronic books as
a teaching tool. In the implementation of any new initiative, the assistant principal for instruction has an
extremely important role. He/she acts as the go-between for both competing sides helping to guide the
introduction of the innovation to teachers and students
(Ellsworth, J.). They also have a level of authority to help overcome one of the major barriers to success,
providing the opportunity to explore the innovation through department or faculty meetings. The second
stakeholder who's involvement is critical is the classroom teacher. They are on the front line everyday with
their students. They see what's going on with each individual, and know what will and will not work. If a
teacher resists implementation, then the educational change will not succeed. The media specialist has
knowledge of the literacy needs of the faculty and students. She is aware that education is at a tipping
point, and with this change comes benefits and opportunities for the increased technology integration in
the classroom. She is a direct curator for the school's collection of electronic books, and has an impact on
professional learning that would help teachers understand how to use the technology in their curriculum.
As for students, research shows that they are more engaged in learning when using electronic devices
like tablets, smartphones, e-readers and computers. For both study and for fun, students read eBooks at
a higher rate than ever before, and the numbers continue to climb (Miller, H. 2013).
Key Actors:
Assistant Principal, Teachers, Media Specialist, Students
Resources:
Webinar: Exploring eBooks for K-12
http://campaign.r20.constantcontact.com/render?ca=d26a1016-30e2-4990-a824-91c977d073ef&c=70ac5cc0-7802-11e5-9d39782bcb740129&ch=711ef4b0-7802-11e5-9d56-782bcb740129

Timeline:
Approximately two weeks for response and scheduling of interviews.

Step 2: Share excerpts from "How To" Webinar on eBooks at content

planning meetings, along with Destiny demo of eBooks acquired for use in
specific content areas
Rationale:
Introduce innovation to teachers through a webinar. This is necessary because teachers are always
pressed for time, but there are designated times, such as content planning, when they come together as a
grade level. During these meetings, each content group uses a laptop to access their "go to" sites on the
internet. The internet has become the biggest source of information in recent decades. During this time,
the use of eBooks has changed dramatically and continues to do so on a daily basis (Wen, J., Chuang,
M., & Kuo, S. 2012). Teachers need to change as well. By engaging in professional learning focused on
21st century tools, they have a better chance of capturing the minds of 21st century learners. The media
specialist can utilize the Promethean board to share the myriad of eBooks available through a
demonstration of the online catalog, Destiny.
Key Actors:
Teachers, Media Specialist, Assistant Principal for Instruction
Resources:
Link to eBook Webinar: http://bit.ly/1kDywPE
Timeline: One Week

Step 3: Meet with teachers to identify and address concerns with

innovation
Rationale:
Once teachers have been introduced to the innovation, they are bound to have different perceptions,
concerns, and even misconceptions surrounding using eBooks in instruction. Using a "stages of concern"
questionnaire based on the CBAM model, this data can be analyzed in order to focus on specific teacher
concerns and levels of use at the next professional learning opportunity.
Key Actors:
Teachers, Media Specialist
Resources:
Stages of Concern diagnostic
Timeline:
One Week

Step 4: Create a student survey to gauge levels of use of electronic devices

suitable for reading eBooks
Rationale:

In order to learn to take responsibility for their own learning, students need to be involved in the
process of diffusing the eBook innovation. Introducing eBooks to students through the familiar
devices they already use is a way to meet them where they are. Theyre on these devices at home,

on the bus, in the hallways, and on summer break. When they want to teach themselves how to do
something on their own they rely on the internet and/or communication with their friends. Theyre
comfortable with the digital environment, and teachers should harness that familiarity in a way that
leads students to use their devices not only for fun, but for instruction as well (Miller, H. 2013).
Key Actors: Students
Resources:
http://goo.gl/forms/jTxU8FzADX - online survey
Timeline:
Two week timeline

Step 5: Meet with parents to explain rationale for program

Rationale:
Parents are their children's first teachers. Whether the example they set is good or bad, children learn
from it. The environment created by the parent or guardian who cares for a child informs their behavior
and has a tremendous impact on the child's psyche. To help parents demonstrate interest and positively
reinforce their child's growing literacy through eBooks, teachers will use their next Parent/Teacher
conference night to address parent concerns and share the innovation and provide fliers detailing several
free eBook resources for students.
Key Actors:
Parents
Resources:
Technology resource flier featuring Destiny eBooks, OverDrive Library, and Project Gutenberg.
Upcoming Parent/Teacher Conference night
TImeline:
First time, 2 weeks timeline and going forward, meet with parents during conferences (3x/year)

Step 6: Obtain funding for necessary equipment and software for

innovation
Rationale:
At this stage, the introduction of eBooks to sixth grade ELA classes will focus mainly on utilizing existing
resources. The school district has provided Promethean boards attached to new desktop computers for
each classroom in the building. The State of Georgia has provided an allotment of approximately $11,000,
from which the media specialist can purchase both print and non-print resources. Teachers are not in
need of any further technology to execute usage of interactive eBooks in their instruction, however, Title I
funding should be used to engage Follett School Solutions to provide training for teachers on ways to
begin to integrate eBooks into their classroom instruction.
Key Actors:
Administrators and Media Specialist
Resources:
Follett School Solutions

State Media Allotment

Title I Funds
Timeline:
Approximately one week

Step 7: Introduce pilot program of eBooks

Rationale:
Teachers 1 & 2 work together in a co-taught general education class with a significant contingent of
exceptional education students. Using this class as our model gives us the broadest slice of the student
population to gauge reception of the innovation. Under teachers' supervision, students will receive an
overview of the use of iPads to access eBooks. The cart will be reserved for this group to use throughout
the remainder of the semester.
Key Actors:
Teachers and students of one co-taught 6th grade ELA class.
Resources:
Cart of 28 iPads
Timeline:
Beginning of the second semester.

Step 8: Meet with teachers monthly regarding pilot program and gauge
level of use of innovation
Rationale:
Assess individual behaviors with innovation and evaluate eBook pilot effectiveness with both teachers
and students. Include some component that gives students an opportunity to reflect on the impact of
using eBooks with their parents/guardians.
Key Actors:
Teachers and Media Specialist
Resources:
Levels of Use diagnostic
Timeline:
One Week

Step 9: Stabilize program and purchase more equipment as needed

Rationale:
In implementing changes in instruction, it is always necessary to assess whether the innovation is being
used properly, producing the desired outcomes of increased student literacy and achievement. The
change facilitator, content area teachers, and evaluators of instruction, should create a configuration of
innovation checklist to guide the process (Hall & Hord, 1987). Establishing this checklist provides a series
of important signposts along the road to adoption for everyone involved. Knowing that there are different
levels of usage, we can create incentives at each level to encourage users to reach for the highest level in
implementation of the innovation. In its final configuration, the program processes should be well defined

and duplicatable prior to release to the larger group of sixth grade ELA classes.
Key Actors:
Teachers, Administrators, and Media Specialist
Resources:
Configuration of Innovation Checklist
Timeline:
Two weeks

Step 10: Roll-out program to all 6th grade ELA students

Rationale:
After collaborating to assess the effectiveness of the innovation's diffusion, we will refine our process to
assist teachers and students with total integration of eBooks into their everyday learning experience.
Teachers will be provided with appropriate eBook training from Follett School Solutions, an
implementation guide with online resources, and eight iPads per classroom for student use.
Key Actors:
Teachers and Media Specialist, Students
Resources:
Professional Learning - Follett
Implementation guide
iPad Cart
Destiny, OverDrive
Timeline:
The time line will be the later part of the school year and into the next school year.

Action Plan/Strategies Rationale

Key Actors

Resources

Timeline

1. Meet with principal, To gain support for

Admin, teachers, Media innovation.
Spec and Coord.

Assistant
Principal,
Teachers, Media
Specialist,
Students

webinar

2 wks

2. Share knowledge of Teachers pressed for time,

Destiny ebooks in
webinars used to push out
content planning, and
information.
"How-To" webinar about
ebooks.

Teachers, Media webinar

Specialist,
Assistant Principal
for Instruction

1 wk

3. Meet again with

teachers and staff to
address concerns with
innovation

Address concerns regarding Teachers, Media

perceptions
Specialist

Stages of Concern
diagnostic

1 wk

4. Meet with students,

Familiarize ourselves with

online survey

3 weeks

students

administer a student
student needs as well - find
survey that gauges level out what their interests are in
of use of personal
terms of ebooks.
devices suitable for
reading eBooks.
5.Meet with parents to
explain rationale for
program and garner
support for home
participation

Parents inform their

Parents
children; discuss innovation
with parents to gain support.

Technology resource First time, 2 weeks

flier featuring Destiny timeline and going
eBooks, OverDrive forward, meet with
Library, and Project parents during
Gutenberg.
conferences
Upcoming
(3x/year)
Parent/Teacher
Conference night

6. Obtain budget for

purchase of additional
equipment and software
for innovation.

Focus on existing resources; Administrators and Follett School

1 week
Currently have Pomethean Media Specialist Solutions
boards; Title I funding for
State Media Allotment
Follet School Solutions.
Title I Funds

7. Introduce Pilot
Program of eBooks

Pilot one class to see how teachers and their eBook software and
the innovation is working
class
laptops and devices
and what needs to be
changed. Work out any
"kinks" in the program. Use
a co-teaching classroom of
students.

3 months

8. Meet monthly with

evaluate eBook effectiveness teachers
staff regarding pilot
workshops are needed to
program and assess
facilitate innovation and be
concerns with the change apprised of any issues.
process and do monthly Address inefficiencies.
PD.

eBook software and

laptops or devices

on-going

9. Stabilize program,
purchase more
equipment as needed.

Teachers,
Administrators, and
Media Specialist

on-going

eBook software,
devices

3 months and ongoing

Evaluate the eBook

teachers, Admin,
effectiveness and assess for media spec.
roll-out to all 6th grade ELA.

10. Roll-out program to Program has reached success teachers, admin,

all 6th graders.
- rest of grade level needs to media spec.
begin implementation.
Continue with teacher
training.

References

Ellsworth, J. (n.d.). Surviving Change: A Survey of Educational Change Models. pp. 3-296. Retrieved
November 17, 2015.
George, Hall, & Hord (n.d.) The Concerns Based Adoption Model.
SEDL. http://www.sedl.org/cbam/concerns-based_adoption_model.pdf. Retrieved November 20, 2015.
Miller, Ed.M., H. (2013). The future of eBooks in the classroom New technology will increase engagement
measurability and allow you to reach students where they are. Seen.
Wen, J., Chuang, M., & Kuo, S. (2012). The learning effectiveness of integrating e-books into elementary
school science and technology classes. International Journal of Humanities and Arts Computing, 6.1(2),
pp. 224-235.