Technology Integration Plan Part 3

Chancee Glover, Thomas Bonds, and Eileen Gilbert

Steps and Strategies:

1. Survey administrators, teachers, students, and parents on current technology use.

Strategies:

Adopters collaborate to establish need for structured BYOT

Consider advantages and disadvantages to intended adoption
Create survey questions about current use of BYOT and its perceived effectiveness using
Google Forms
Estimate key areas where BYOT needs restructuring

Rationale:
With the rapidly increasing use of technology in classrooms across the country, LCMS East is in
need of a structured BYOT plan that allows teachers and students to use their devices in the
classroom on a regular basis. In the current educational system student-centered models are
taking the forefront in learning. Students are taking control of the learning process with teachers
becoming learning coaches or facilitators. BYOT implementation "provides the platform for
which students become active participants in learning both in and outside of the classroom
setting" (Ackerman & Krupp, 2012, p. 35). This innovative approach allows students to engage
in learning and create a student-centered environment in the classroom. Additionally, surveying
administrators, teachers, students, and parents on current BYOT use in instruction in essential.
This school already has a BYOT policy in place, but its use is not being maximized to enhance
instruction. Surveying these adopters plays a key role in what the outcome of this innovation will
be and how much structured BYOT time teachers and students will be actively participating in.

Key Actors and Resources:

Change Agents
LCMS East Faculty and Staff
LCMS East Parents and Students
Google Forms survey
Email addresses for faculty, staff, parents, and students
Access to Internet on computers at school for survey completion

Timeline: 2 weeks
2. Analyze data from survey results and establish goals for structured BYOT use.
Strategies:

Google spreadsheet will collect and organize data automatically

Choose two-three common areas of concern from all survey results
Determine attitudes of adopters and how to set standard for positivity during adoption
Establish specific goals to meet these needs within 180-day action plan (year long
innovation)
Consider relative advantage, compatibility, complexity, triability, observability

Rationale:
Specifically taking time to analyze the data reported by the adopters during the survey window is
a vital step in implementing the action plan. The plan needs to address the specific concerns of
the adopters to be most effective in influencing instruction by structured BYOT use. When
analyzing survey results, change agents must consider the increased use of BYOT in the
workplace as well. How can LCMS East prepare students for BYOT in the workplace while they
are using it in the classroom? "Employees in organizations large and small are are providing their
own cell phones, personal digital assistants, laptop computers and a host of other devices"
(Barbour, 2010, p. 82). Furthermore, Goals written need to be expressed clearly and concisely.
Two-three established goals must be achievable by all adopters. Adopters must collaborate
efficiently to ensure that the specific needs of this school can be met by the goals established and
intended action plan. All adopters should be given hard copies of goals and intended outcome of
action plan.

Key Actors and Resources:

Change Agents
Google spreadsheets with survey results
Intended goals derived from survey results (typed/printed to share with adopters)
Copies of intended goals associated with structured BYOT

Timeline: 1 week

3. Evaluate current BYOT policy and Wifi/device capabilities.

Strategies:
 Analyze current BYOT policy for school by picking out areas of concern that need
revision
Obtain information from system IT department on Wifi capabilities for excessive use of
devices
Bring any current Wifi issues to the attention of IT department to fix before structured
BYOT implementation
Change agents conduct mini lesson using BYOT to test Wifi/devices
Publish policy on school website and send a copy home with every student

Rationale:
LCMS East currently has a BYOT policy in place, but change agents need to be sure the policy
will support the new goals that have been put in place for structured BYOT implementation.
Having a sound BYOT policy is critical in adopting effective BYOT use. According to Tech &
Learning (2014), teachers and students need to understand the expectations and limitations of the
BYOT policy pertaining to use at school and in the classroom. Change agents also need to make
IT department aware of structured BYOT adoption to be sure that Wifi capabilities are adequate
and will support the increased use of devices in the school building because "having a robust
WiFi network is essential to the effective implementation of BYOT" (Tech & Learning, 2014, p.
10). Also making sure all administrators, teachers, parents, and students have a copy of and
understand the published BYOT is important in order for all adopters to be on the same page.

Key Actors and Resources:

Change Agents
IT Specialists for school/district
LCMS East Faculty and Staff
LCMS East Parents and Students
Current BYOT Policy
Copies of revised BYOT Policy

Timeline: 1 week

4. Define structured BYOT and what it looks like in instruction.

Strategies:
 Formulate definition of structured BYOT using research and established goals
Discuss implementation of moving toward 5-10 minutes of structured BYOT use per
week
Research examples of BYOT use: apps, websites, blogs/discussion forums,
communication tools, games, etc.
Develop plan for professional development using instructional videos and examples for
teachers

Rationale:
It is essential to develop a definition of structured BYOT, which will include a 5-10 minute
period of use once a week by teachers and students in the classroom. However, teachers will
need support and examples, which the change agents will research and present. Five weeks of
professional development will be provided for teachers where a different type of BYOT will be
focused on. This stage of the action plan will outline what types of tools teachers will be taught
to implement in their classrooms. Ferries-Rowe (2014), an an instructional technology specialist,
suggests that standing in front of teachers and lecturing to them about BYOT use is not effective.
One-on-one time should be used instead where the instructional technology specialist goes into
the classroom to "watch teachers teach and not only give them suggestions but also help alleviate
some of their anxieties" (Ferries-Rowe, 2014). Change agents should set aside time to allow
teachers to collaborate to share suggestions and strategies throughout the action plan.
Instructional videos and presentations should be created during this stage that will be shared with
teachers for professional development and reference purposes when learning about and
implementing apps, websites, blogs/discussion forums, communication tools, and games.

Key Actors and Resources:

Change Agents
Internet for research in BYOT areas to be shared in professional development
Google Slides for creating presentations
Screen recording, webcam, and YouTube for creating instructional videos
Google Calendar for planning professional development sessions

Timeline: 3 weeks

5. Teach structured BYOT to administrators and teachers through professional

development.
Strategies:

Create a workable timeline for professional development

Research cost involved in providing professional development
Identify individuals who have the ability to train as well as those in need of training
Assess the capability for successful implementation

Rationale:
In order for BYOT to be successful, teachers and administrators must have extensive, engaging
and quality training on best practices, implementation and concept. Nagel (2013) states that the
importance of professional development must not be minimized. While many teachers recognize
the importance of professional development, few teachers actually look forward to participating
in the process. Teachers have become wary of the constant "new idea". It is imperative that
useful, engaging professional development be offered at LCMS to ensure quality BYOT use.
Professional development can be organized in a variety of ways, including the use of qualified
teachers and outside vendors. Identifying those teachers who may have prior experience as well
as possible vendors who have the skill to supplement resources will be invaluable.

Key Actors and Resources:

Change Agents
IT Specialists for school/district
LCMS East Faculty and Staff
Outside Technology Vendors

Timeline: 5 weeks

6. Implement structured BYOT in the classrooms using apps, websites, and/or

communication tools.
Strategies:

Create timeline for moderate implementation process

Evaluate useful and effective tools for implementation
Provide resources for teachers to access and utilize

Rationale:
BYOT must be implemented in a planned and monitored system. Creating a timeline for this
classroom implementation allows for a paced and monitored acquisition. Both the student and
teacher are able to identify goals and resources. The teacher and the student are then able to use
those resources in a manner that allows for authenticity and open discussion. The initial
implementation process is guaranteed to have certain challenges needed revisions so having a
paced process allows for the ability to acknowledge and adapt to these initial changes.

Key Actors and Resources:

Change Agents
IT Specialists for school/district
LCMS East Faculty and Staff
Students
Parents
Staff developed timeline for implementation

Timeline: 4 weeks (ongoing throughout remainder of action plan)

7. Provide examples and classroom visits where structured BYOT can be observed in
action.
Strategies:

Organize and develop a model classroom where stakeholders can view BYOT best
practices
Partner with feeder schools to provide learning opportunities
Create a charger station with specific rules of use
Adopt the use of multiple technologies to be viewed and used

Rationale:
The key to successful BYOT school wide implementation is having active models of what a
BYOT classroom should look like. The BYOT classroom must be more than just pervasive use
of technology. A successful BYOT classroom should include specific identifiers that teacher can
witness and then implement o their own classes. Devices should be treated like books.
Technology devices should be treated as tools and not all in one resources. Specific devices may
be better suited for specific projects. Devices may also be used for specific pieces of a project.
This concept must be modeled. Clark (2013) noted the 3C's in a BYOT class. Creativity, Critical
thinking and Collaboration are essential tools and skills that should drive the devices in a BYOT
class.
Key Actors and Resources:

Change Agents
LCMS Faculty and Staff
Students
Adopters
Observation Resources

Timeline: 2 weeks

8. Adopters devote 5-10 minutes one day a week in the classroom to structured BYOT use.
Strategies:

Implement BYOT slowly and then build upon momentum

Adopt an end goal in terms of classroom time used for BYOT
Teacher must assess each BYOT lesson/experience
Provide opportunity for student feedback

Rationale:
Teachers often implement new ideas and concepts into a classroom setting. BYOT's nature of use
and learning challenges requires a significantly measured implementation so that strategies and
models are used in conjunction with best practices. Measured implementation along with stretch
goals allow for monitored growth. The key is momentum. BYOT's goal is to grow so that the
concept becomes an expectation. In order for the needed growth to happen, teachers must
be egged participants of the process fueling the actual process and its ideas. The question is how
to maintain momentum, not merely maintain previously learned behaviors" (Stallings &
Krasavage, 1986, p. 137).

Key Actors and Resources:

Change Agents
LCMS Faculty and Staff
Students
Stakeholders
Timeline: 4 weeks (ongoing throughout remainder of action plan)

9. Survey teachers, students, and parents again to observe structured BYOT effectiveness.
Strategies:

Adopters collaborate to evaluate and reestablish need for structured BYOT

Consider advantages and disadvantages of prior adoption
Create survey questions about the experience of using BYOT and
its perceived effectiveness using Google Forms
Evaluate effectiveness and areas for improvement

Rationale:
With the rapidly increasing use of technology in classrooms across the country, LCMS East
created a structured BYOT plan that allowed teachers and students to use their devices in the
classroom on a regular basis. Student-centered models are taking the forefront in learning in the
current educational system. BYOT implementation "provides the platform for which students
become active participants in learning both in and outside of the classroom setting" (Ackerman
& Krupp, 2012, p. 35). This innovative approach has allowed students to engage in learning and
create a student-centered environment in the classroom. With the school fully adopting the
BYOT concept, assessing its effectiveness is key to ensure that BYOT is engaging students and
its academic goals are being met.

Key Actors and Resources:

Change Agents
LCMS East Faculty and Staff
LCMS East Parents and Students
Google Forms survey
Email addresses for faculty, staff, parents, and students
Access to Internet on computers at school for survey completion

Timeline: 2 weeks
10. Analyze survey data, and determine if goals were met.
Strategies:

Analyze data to determine if goals were met

Assess surveys to discuss implementation model
Determine areas of weakness and strength
Revise and promote success of program to stakeholders

Rationale:
As with the adoption of any new concept, device or module, honest evaluation must be done to
ensure its effectiveness. The only way a new idea or concept can be successful is to continue to
improve upon its design. Analyzing both the successes and challenges of our BYOT
implementation provides us an opportunity to move the initiation forward and to increase its
effectiveness. Allowing for teacher and student commentary, critiques and suggestions is not
only critical to the success of our program, it also increases engagement and facilitates a
collective team environment.

Key Actors and Resources:

Change Agents
IT Specialists for school/district
LCMS East Faculty and Staff
Students
Parents
Community Stakeholders

Timeline: 1 week
Summary Table:

Action Steps Strategies Rationale Actors/Resour Timeline

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