Supporting Literacy Using Digital Comics

(Clever Prototypes, LLC, 2018)

Team Name: The Storyboarders

Change Agents: Justina E., Karen P., Aubrey P., Virgil R.
Client: Paulding County High School
Innovation: Using digital comics to support literacy instruction
Intended Adopters: Teachers & Students

1
Table of Contents
1a. Innovation
Rationale
General Features of the Selected Innovation
Five Attributes of the Innovation
Relative Advantage
Compatibility
Complexity
Trialability
Observability

1b. Context
Description of the School or Educational Unit
General Characteristics of the Intended Adopters
Strategies for Identifying Opinion Leaders
Strategies for Utilizing Opinion Leaders

2. Analysis
Method and Sample
Perceptions and Attitudes Toward Innovation
Teachers
Students
Knowledge and Skills in Relation to the Innovation
Teachers
Students
Concerns about the Innovation
Teachers
Students
Adopters’ Support Needs
Teachers
Students
Social and Organizational Factors
Teachers
Students
Barriers to the Innovation
Teachers
Students
Enablers of the Innovation
Teachers
Students
Five Representative Voki Quotes

2
3. Technology Integration Plan
Action Plan
Step 1: Identifying Innovators Currently Using Comics and/or Storyboard That in the
Classroom
Rationale:
Key Actors and Resources:
Timeline:
Step 2: Securing Appropriate Technology Access
Rationale:
Key Actors and Resources:
Timeline:
Step 3: Identifying and Meeting with Opinion Leaders to Gain Support
Rationale:
Key Actors and Resources:
Timeline:
Step 4: Utilizing Opinion Leaders
Rationale:
Key Actors and Resources:
Timeline:
Step 5: Presenting the Diffusion to Administrators and Department Chairs
Rationale:
Key Actors and Resources:
Timeline:
Step 6: Conduct Survey Among Faculty to Gain Interest, Promote, and Address
Concerns Prior to Implementing the Diffusion
Rationale:
Key Actors and Resources:
Timeline:
Step 7: Present to Faculty by Departments. Diffusion Will Address Subject-Specific
Concerns
Rationale:
Key Actors and Resources:
Timeline:
Step 8: Piloting Diffusion for Observation
Rationale:
Key Actors and Resources:
Timeline:
Step 9: Collaborative Planning by Department to Diffuse Use in Classroom
Rationale:
Key Actors and Resources:
Timeline:
Step 10: Assess Student Performance After Using Comics and Storyboard That

3
 Rationale:
Key Actors and Resources:
Timeline:
Step 11: Review and Modify Diffusion Plan to Prevent Discontinuance
Rationale:
Key Actors and Resources:
Timeline:
Summary Table

References

4
1a. Innovation

Rationale
As with many schools, Paulding County High School is currently seeing low literacy rates
among its student population. Because all subject areas are affected, plans to increase literacy
rates are being addressed in the current school improvement plan. Overall, the most
problematic areas are general reading comprehension and motivation to read which is reflected
in the school literacy scores, reported by the US News scorecard of 27% reading proficiency
(Paulding County High School, 2018). To address these improvement areas, an intervention is
needed that both effectively increases the students’ motivation to read while addressing key
elements of reading comprehension in ways not previously used.

The use of comics and graphic novels has been seen to not only to provide motivation to read,
but also enable readers to improve the comprehension of text due to their use of supporting
visuals (Frey & Fisher, 2008). Use of digital comics can be used to address the 21st century
students’ need for digital literacy education (Kirchoff, 2017). An additional benefit of the use of
digital comics is the open-ended options to develop visuals and comics that directly relate to key
concepts. Web-based applications, such as Storyboard That, allow both teachers and students
access to both existing content-based resources and tools with which to create their own
comics.

General Features of the Selected Innovation

Storyboard That is a web-based digital graphics application that facilitates the use of visuals,
comics, and illustrations to address classroom content. It provides a way for students and
teachers to develop comics using premade drag-and-drop elements, thus taking away the
barrier of drawing that may hinder some in creating comics (Clever Prototypes, LLC, 2018).

A single-user account is available for free, but limits the number and size of created
storyboards, or comics, that can be created per week. Classroom licensing is available and
varies in cost based on number of students, beginning at $8.99 per month for access for ten
students. A school site license is available for $2.69 per student per year, provided that the
school is purchasing access for at least 150 students.

Storyboard That is an HTML 5 website, which makes it accessible from most web-enabled
devices, including computers, phones, and tablets, regardless of operating system. The site
automatically adjusts to the accessing device and does not require Adobe Flash for use. Both
the application and storage are online, so there is no download required for use.

Using Storyboard That, teachers can link specific class content to visual supports and comics
using either premade activities and lessons, or use tools to modify or create their own comics
and visuals. Students can access tools to create their own comics and visuals to demonstrate
understanding of class content or develop visual drafts of writing tasks.

5
Five Attributes of the Innovation

Relative Advantage
Using comics and visual supports through Storyboard That will provide both the motivation and
skills development necessary to address the current literacy needs of Paulding County High
School (Frey & Fisher, 2008). The novelty of using comics will be a motivational hook to draw
numerous reluctant readers into wanting to read. The pairing of text and visuals supports the
dual coding theory, which helps the reader use both the visual and linguistic portions of the
brain to process and store information (Sadoski & Paivio, 2001). The advantage of this dual
processing is theorized to be the increase of reading comprehension. The combination of
increased motivation and reading comprehension using Storyboard That and comics, gives a
significant advantage over most remedial literacy programs.

Compatibility
Paulding County High School recognizes that the task of increasing literacy rates is not
delegated only to language arts. As reading is at the core of learning, the use of a strategy must
be relevant in any and all subject areas. With its flexibility in design, Storyboard That can be
used in conjunction with any subject matter to combine text and visual supports, such as with
comics. Comics can be created to illustrate key topics in math, science, social sciences,
language arts, humanities, and physical education. Also, with its universal design for web-
enabled devices, teachers and students can access content and services regardless of device.

Complexity
The complexity of use will vary by user and device. Successful use of Storyboard That is directly
related to the user’s ability to access and manipulate items digitally. For some, the use of a
mouse to move and resize elements may be preferred over the use of touchscreens. Physical
ability to view and manipulate items will also impact the complexity of use.

Other issues of complexity will be in preconceived notions of the use of visuals and the use of
comics within the classroom. Some may still see the use of comics to be a trivialization of class
content. Information of dual coding theory and the presentation of successful inclusion of comics
in the classroom should help in this. Also, previewing the premade materials available on
Storyboard That should aid educators in seeing the value of its use.

Trialability
With the availability of free access, both teachers and students can easily try Storyboard That to
test the validity and usefulness to their particular situation and area of study. Teachers could
have students set up free accounts in which they could create and use digital comics related to
class content. Use could be piloted within just one subject area and results shared with others to
promote using Storyboard That in other classes. During this piloting phase, problems could be
addressed before introducing use schoolwide.

6
Observability
Due to the visual nature of comics, results of the use of Storyboard That will be readily
observable. To maintain fidelity, rubrics will be developed for student products and subject
standards will be referenced for teaching artifacts. This innate observability will also allow early
users to demonstrate the usefulness of Storyboard That, allowing other teachers to see the
benefits of buying in to using the application in their own classes.

1b. Context

Description of the School or Educational Unit

Paulding County High School is a suburban school located west of Atlanta, GA. During the
2016-2017 school year approximately 1738 students attended Paulding County High School.
The free and reduced lunch population is 47%. Minority enrollment is 42% which includes 27%
African-American and 10% Hispanic (“GeorgiaGov: The Governor’s Office”, n.d.)

The culture of the school reflect the semi-rural area of the county. The high school offers a
diverse selection of clubs, student organizations, career pathways and sports opportunities to
meet the needs of its student population. All students take pathway courses and are
encouraged to become involved and compete in their student organizations. The educational
statistics for Paulding County overall indicate that 90% of the county population graduated high
school while only 25% obtained a bachelor’s degree or better (TownCharts, 2018). Paulding
County High School’s graduation rate has increased from 69.3% in 2015 to 83.4% in 2017
(“GeorgiaGov: The Governor’s Office”, n.d.). This is due to the administration, staff and teachers
encouragement and support about each student’s success. They also communicate and work
closely with the parents of each student to help promote success. The educational goals of
working together are stated in the school’s vision statement “to collaborate with stakeholders
and build the foundation for graduating students to successfully compete in a global society
(“Paulding County High School”, n.d.).

The school opened in 1969 before the newer technologies were available. In 2010, the latest
building addition opened with six new computer labs. Three of these labs, however, are used on
a daily basis for technology classes and are not available to the school population. Students do
not have individual tablets to use but do have access to laptop carts on a shared basis.

Currently the school district provides newer technologies as they are needed. The district’s
goals are reflected in the 2017-2022 strategic plan: “enhance and maintain technology
infrastructure” as well as “enhance and maintain technology maintenance and replacement
schedule” (“Paulding County School District”, n.d.). Currently all classrooms are equipped with
LCD projectors, Smart Boards, and at least two computers. Most teachers use this technology
for their classroom but do not regularly use online modules, simulations, or other similar, newer
technologies.

7
While the graduation rate for Paulding County High School has increased over the past several
years, the literacy rate has remained low. An increase in test scores has mainly occurred
because the school started a magnet program in 2012 – the Academy of Science, Research
and Medicine. This program, encompassing two pathways—Biotechnology and Allied Health
and Medicine—has helped draw students countywide (“Academy of Science” N.D.). The new
administration recognized that literacy was a concern and implemented a schoolwide literacy
program within the 2017-2018 School Improvement Plan (SIP) to address the problems.
Paulding County High School’s SIP states that "students scoring proficient or above on the
Universal Screener Reading Inventory will increase from 52.5% in 2016-2017 to 58% in 2017-
2018 school year” (Paulding County High School, p. 9, 2017).

General Characteristics of the Intended Adopters

Data for the 2016-2017 school year shows there are 94 full-time classroom teachers and one
part-time teacher at Paulding County High School. Forty-four teachers are female and 51 are
male. Seventy-none are Caucasian, seven are African-American, four are Hispanic and five are
Multiracial. Of those 94 teachers, 46 are in their first ten years of teaching, 35 are between their
11th and 20th years of teaching, 11 are between their 21st and 30th year of teaching, and two
have taught more than 30 years. Twenty-five of the teachers have Bachelor’s degrees, 46 have
Master’s degrees, 20 have Specialist degrees. Two teachers have a professional certificate and
two teachers have a provisional certificate (IES: NCES, n.d.)

Strategies for Identifying Opinion Leaders

The opinion leaders are members of the Paulding County High School staff who are expected to
serve as role models during the diffusion process. Opinion leaders provide their peers with
leadership and work to increase the rate of an innovation’s adoption (Ellsworth, 2000, p. 65).
Furthermore, opinion leaders serve to assist colleagues during implementation should any
issues arise with the innovation (Ellsworth, 2003, p. 65). Opinion leaders can be selected
through a variety of informal and formal measures (Valente and Davis, 1999, p. 58).

In order to identify leaders, it is essential to include representatives from each content area. To
that end, heads of each department such as math, science, social studies, and language arts, or
the ‘core four’ content areas will sought after for leadership guidance. Because the comic
book/graphic novel stems from the language arts content, the head of the English department,
as well as other language arts teachers, will also delegate information as seen fit to other
members of the school. The media specialist will assume a leadership role in this process also
due to their access to technology and their professional and education experience.

Informal observations will occur to observe the social structure and norms of Paulding County
High School to determine the established, natural opinion leaders of the school. Those
individuals will become useful when gauging Storyboard That’s current relative advantage. In
addition to assigning department heads as opinion leaders, there will be a short survey utilized
after a professional learning date where interest is gauged and opinion is weighed to see who is

8
most interested and involved in the technology implementation. Those individuals will receive
additional information to operate in this role.

Strategies for Utilizing Opinion Leaders

Once the opinion leaders have been identified, their roles will be essential to the adoption of
Storyboard That in classrooms of all contents. The opinion leaders will work as support for the
main implementers--the Language Arts teachers--and other members of the school. Specifically,
opinion leaders will be encouraged to develop lessons incorporating Storyboard That into their
lessons and to encourage students to create artifacts over time to serve as evidence for their
learning. The lessons are expected to be developed collaboratively ensuring opinion leaders’
buy-in and overall investment in the diffusion process (Ellsworth, 2000, p. 65).

In addition to being a leader in their departments and ensuring additional classrooms are using
the technology, opinion leaders will also refer back to the leaders to assess conflicts in
classrooms where the technology is not being used, and also troubleshoot any issues that may
arise where teachers are using devices and software new to them and their curriculum (Valenta
& Davis, 1999, p. 59). Finally, the opinion leaders will work with the media specialists and other
technology leaders at the end of the school year to assess the need to continue with this
program, and if so to add it to the school’s technology plan for the upcoming year.

2. Analysis

Method and Sample

An interview was conducted where four teachers and two students from Paulding County High
School answered questions about current technology usage and its relevance. Further, the
stakeholders answered questions concerning the diffusion of using technology to create comics
and graphic novels in the classroom, giving their opinion about the positive or negative influence
this innovation could have on learning.

Perceptions and Attitudes Toward Innovation

Teachers
The teachers were from all different areas in their education careers, and each were positive in
their feedback about the diffusion and how it could be used in their individual classroom. Many
teachers even used the term “hook” as a description of what graphic novels can do to their
students. A concern shared across the board was the graphic novels or comics used as a class
set might not be appropriate for their students, and one teacher even stated their concern that
their content area of healthcare might not be readily available.

9
Students
One of the students interviewed did not have a favorable opinion of the innovation. Thinking the
vocabulary would not be advanced enough to enhance literacy, the student claimed that this
fact caused the opinion the innovation would not benefit their classroom. On the contrary, the
other student seemed enthusiastic about the innovation and its benefits in the classroom. Both
stated their reading levels were above average, or even college level.

Knowledge and Skills in Relation to the Innovation

Teachers
As the diffusion is new to most teachers, some were skeptical about being the first to try it with
such little experience. All the teachers interviewed looked at the innovation as something to
enhance their subjects of theater, math, and healthcare science, but none had used it before.
One teacher claimed they currently do not incorporate reading in their content area as they
should, presenting evidence of little knowledge or skill relating to the innovation.

Students
The students claimed technology was a constant in their learning environment, but the use of
technology to enhance reading was limited to open-ended questions and rubrics for projects.
The greatest use of technology between teacher and student was for communication and
allowing time for students to work on assignments at home.

Concerns about the Innovation

Teachers
Overall, teachers were receptive to the innovation and its potential impact in their classroom.
Some teachers immediately made connections to how the innovation could be used in a lesson.
However, some teachers felt familiarizing themselves with a new platform and planning to use
the innovation would be most time-consuming. Furthermore, teachers expressed concerns in
regards to students’ ability to access the internet at home for a number of reasons. Teachers felt
students would not be able to use the innovation due to their lack of at-home resources such as
a device, Internet, and parental support.

Students
Students were concerned about the effectiveness of graphic novels as well as how they could
be used in the classroom. Within the classroom, students felt they were not engaged or
motivated to complete certain tasks and that students were not grouped according to their
abilities.

10
Adopters’ Support Needs

Teachers
In order to effectively use the innovation, adopters will need assistance with creating lessons
which involve the innovation in a cooperative and timely manner. The adopters will also need to
secure technology resources for all students in order extend learning beyond the classroom.
Some teachers will need assistance incorporating graphic novels and comics into their existing
curriculum as some never used them in their content area.

Students
Students will need assistance with learning what graphic novels are and how they can used
across disciplines. In order to receive the innovation authentically, students will need assistance
with seeing the usefulness of graphic novels aside from their typical view of comics such as
Superman and other comic books. Moreover, some students had also never seen an application
such as Storyboard That, so determining each students’ readiness level is imperative.

Social and Organizational Factors

Teachers
For the most part, the teachers all use the technology they have available. Each room is
equipped with a smartboard and one or two student computers. Each class has access to laptop
carts but the major complaint is that the computers are slow starting and the WiFi sometimes
runs slow. Administration and the district support and encourage using technology and
upgrades as resources allow. The district recently implemented inclement weather days to
recover missed class time. While students were encouraged to use technology at home to
complete the assignments, alternative assignments had to be given to accommodate the many
students who did not have internet access. The main issue with technology and outside
assignments was echoed in our interviews that internet access is not universal for some
students.

The teachers surveyed believe that using technology to reach this generation of learners will be
easier due to the fact that they already know how to use. Teachers already use technology to
enable better communication with colleagues and parents but are unsure how incorporating
technology into a student-centered learning environment would work due to current technology
limitations and reluctance from some colleagues to integrate. The teachers also voiced
concerns about student-centered learning not working due to students unwilling to work,
students being perceived as not willing to be self-motivated to dig deeper into assignments, and
students not being able to stay on track. While responses to using more technology was
favorable, when asked specifically about using technology interactive tools and problem-based
learning to incorporate reading and literacy, the teachers surveyed were hesitant about using.

11
Students
The students believe that technology is frequently used at Paulding County High School. They
stated that they liked receiving quick, real-time information concerning assignments and felt that
it helps the communication process between teachers and students. The students believe that
the infrastructure is in place for mobile computing but did state that there were occasional
issues with WiFi. They also like the idea of using technology to complete assignments at home.
When asked about using interactive technology environments for problem-based learning, the
students’ opinions were split. While the teachers surveyed specifically stated the students often
wonder to social media while using technology, this was not mentioned by the students.

Barriers to the Innovation

Teachers
To diffuse using comics and graphic novels as a way to raise literacy scores, several barriers
were mentioned throughout the interviews. The major barrier to implement the use of comics in
the classroom was a lack of time. While teachers were interested in this diffusion, they felt it
would initially be extremely time consuming. Overall, they either were not comfortable or familiar
enough with using technology to create comics, they felt that it might be difficult to find
appropriate content relatable to their course, and they would then have to preview all materials
before introducing in the class. In having the students create their own comics using Storyboard
That, or other similar, web-based comic creators, the teachers would need to have basic
knowledge of the software to assist students. An additional concern to having students use
technology to create their own comic or graphic novel was the lack of infrastructure throughout
the building. Most classrooms are not equipped for each student to have access to a computer
or laptop. Students could be allowed to use their smartphones but the WiFi might be slow.

Students
The main barrier for students was their lack of confidence that the diffusion would help enhance
literacy. The students’ opinions were split that using technology to create a comic or graphic
novel would be beneficial to the classroom. They stated that currently open-ended questions,
not technology, are being used in their classes to incorporate reading.

Enablers of the Innovation

Teachers
The teachers surveyed indicated they currently try to incorporate reading into their content. The
non-reading/language arts teachers stated they generally use reading passages as a hook to
promote discussions or deeper research. They also stated they try to include current issue
topics from Newsela or other online articles relating to content being studied. Opinion leaders
that were previously identified will assist teachers with the diffusion process. They will assist
departments with developing lesson plans, observing, and providing constructive feedback to all
teachers.

12
With the increase in available technologies, our respondents have already seen technology use
shifting from teacher-centered to more student-centered. If resources were not an issue, the
teachers overwhelmingly stated they would implement technology and comics in the classroom,
anywhere from 30% of the time to using them weekly. They believe the use of comics would
help engage students more in their learning. The only drawback for implementation is the lack of
time -- the upfront planning, lack of familiarity, and setting up all require time prior to
implementing. By using opinion leaders from the start of diffusion, the teachers should feel more
comfortable knowing they have support.

Students
When asked what came to mind when they heard the term comics or graphic novels, the
students reply was Superman and comic books. They were intrigued that comics and graphic
novels could be used in the classroom to help increase literacy levels. They also were
interested in being able to actually develop a comic or a short graphic novel. The students
believed the main benefit was that the assignments would be done electronically and could be
completed in a short amount of time.

Five Representative Voki Quotes

Teacher on Technology Use: “Teachers' use of technology in my school is very sporadic.

Sometimes they have fully integrated technology, others have little to no technology. I’d like to
see more collaboration and team building at my school.”

Teacher on Technology Availability: “The district does very well in providing technology. We
have a smart board and 1 to 1 chromebooks. With technology, teaching is more self directed
and feedback to students is much faster.”

Teacher on Learner-Centered Instruction: “Questions on student centered learning are a little

hard to answer. Opportunities for these things are present, but so much of what is "available" to
a student hinges on what a student is willing to avail themselves of. Also, most of these issues
come down to the teacher him/herself more than they come down to the environment of the
school, to say nothing of the technological capabilities of the school.”

Teacher on Use of Comics in the Classroom: “When I think of comics in school, I think they are
an interesting way to get students to read something that they might not normally read. I found
Pride and Prejudice as a graphic novel.”

Student on Use of Comics in the Classroom: “When I think of comics, I think of Superman, but I
don't think they would help my reading. I think they only have a little amount of vocabulary.”

13
3. Technology Integration Plan

Action Plan
In order to promote the use of Storyboard That, we will need to identify those that are either
already using the innovation or see the potential value of its use in the instructional setting for
literacy development. Additionally, we will need to help provide modeling and planning
assistance as the faculty prepares to use Storyboard That in their classes. Finally, we will need
assessment data both before and after implementation to determine the success of Storyboard
That and ways to increase both its use and success. Therefore, we propose the following action
plan.

Step 1: Identifying Innovators Currently Using Comics and/or Storyboard That in the
Classroom
By identifying teachers or other stakeholders who are already using the innovation, opinion
leaders can be found, and additional information can be discovered about using comics in the
classroom. These opinion leaders can help answer questions other stakeholders may have, and
can also troubleshoot problems that may come up with the technology.

Rationale:
It’s an important step to identify stakeholders who are on board with using the innovation, or
even may already be using the innovation in their classrooms. This step will make diffusion
more of a gradual increase in usage for those already utilizing some form of comic books or
graphic novels in their instruction. According to Bonanno & Wall (2015), identifying and
combining an individual’s talent with their “ability to lead or guide other individuals or teams” will
help organizations such as schools and technology teams meet their goals (Bonanno, 2016, p.
10). These innovators will work as an inside team to help transfer information and excitement to
the rest of the stakeholders involved. In addition, finding people who currently are using the
innovation will add credibility to the plan when presented to the rest of the faculty and staff.

Key Actors and Resources:

● Diffusion team
● Opinion leaders
● Media Specialist

Timeline:
● Before presenting the idea to the rest of the staff, approximately one month before.
Identification of users may take a week or more, and then surveys will be completed to
see opinions of using Comics or Storyboard That, and this process will take another
week.

14
Step 2: Securing Appropriate Technology Access
There are many moving parts when it comes to technology and the access teachers and
students have to their devices and the network in a school building. Without the proper
resources, the usage of comic books and graphic novels, or the applications students can use
to create one, would have no point.

Rationale:
Having appropriate technology available is essential for the diffusion to work properly. As
Rogers, (2003), explains, unanticipated consequences may occur that have not been
recognized by the change agents. For the innovation to be carried out successfully without
negative consequences affecting the diffusion, appropriate devices need to be easily accessible
to all students. With devices being the highest priority need, making sure the school's bandwidth
can support the devices is also essential, as well as managing storage (online) for the
storyboards the students will be creating. While not being able to predict all negative and
unanticipated consequences, the change agents are hopeful that reviewing available technology
prior to implementing can possibly eliminate a few issues.

Key Actors and Resources:

● Media Specialist
● IT personnel
● Administration

Timeline:
● Since acquiring new devices may be called for, the timeline for this portion is
approximately three months, and should be completed on an as-needed basis while the
innovation is being diffused.

Step 3: Identifying and Meeting with Opinion Leaders to Gain Support

We will work to identify opinion leaders at Paulding County High School using the natural
hierarchy of the staff members. An informal survey will be conducted by us, the change agents,
to determine the natural opinion leaders of the school. We will also use an online survey to poll
the entire staff of Paulding to determine which individuals should and are able to serve as
influencing agents during the diffusion process. Identified opinion leaders will participate in
specialized professional developments to provide them with knowledge to lead Paulding County
High School in implementation.

Rationale:
Opinion leaders are influential in the diffusion process and have shown to increase the rate of
adoption (Eck Van, Jager, and Leeflang, 2011). During the diffusion process, opinion leaders
contribute their influence, innovative ideas, knowledge base, and willingness to serve as a
conduit for change. Increasing the stream of information between change agents and
administration to teachers is another characteristic of an effective opinion leader (Eck Van et al,
2011). Staff members should have a vote in those chosen to be opinion leaders as it works

15
towards developing building capital (Fullan, Cuttress, and Kilcher, 2005, p. 55). Including staff in
the selection process is part of an ongoing effort to establishing a positive culture for the change
environment.

Key Actors and Resources:

● Change Agents
● Administration
● Paulding County High School staff
● Online Survey
● Grade Level Chairs
● English/Language Arts Department
● Professional Development Resources to train opinion leaders concerning comic strips
and how to implement Storyboard That.

Timeline:
● 2-3 weeks

Step 4: Utilizing Opinion Leaders

As the remaining members of Paulding County High School begin to implement Storyboard That
into their classrooms, opinion leaders will be responsible for assisting their near-peers.
The opinion leaders will be asked to use Storyboard That within their classrooms beforehand
using peer–created lesson plans for the first stage of implementation. During the second stage
of implementation, opinion leaders will be utilized in assisting their peers in using Storyboard
That as well as providing their experience to contribute to the overall diffusion process.

Rationale:
By showing the staff of Paulding County High School their peers have already implemented the
innovation will work to speed the rate of adoption as well as ensure its longevity. By first
establishing a powerful guiding coalition among the opinion leaders, staff members will receive
the change more willingly (Kotter, 2007, p. 98). As we strive for authentic integration among all
teachers, we must ensure teachers have the necessary support to sustain use of the innovation
by using opinion leaders.

Key Actors and Resources:

● Change agents
● Opinion leaders
● Peer-created lesson plans

Timeline:
● 2-3 weeks including professional development and implementation

16
Step 5: Presenting the Diffusion to Administrators and Department Chairs
The change agents and opinion leaders will present using digital comics to support literacy to
administrators and department chairs of Paulding County HIgh School. The presentation will
include current literacy rates of the school, goals to raise literacy, and facts on how using digital
media can help achieve these goals. A demonstration of using Storyboard That to create a
comic will be conducted to show the simplicity of using online tools to create a comic. The
presentation and demonstration will be used to gain key support prior to implementing.

Rationale:
Prior to presenting the diffusion to the faculty members, the innovators would like to present to
administrators and department chairs. The administrators and department chairs should learn
the reasons why integrating digital learning and Storyboard That into the classroom could help
increase the school’s literacy rate. According to Fullan, Cuttress, & Kilcher, (2005), it is
important for the leaders to understand the change process. Change is often frustrating for
leaders to understand because they do not want to deal with the issues involved (Fullan,
Cuttress, & Kilcher, 2005). By involving the administrators and department chairs prior to the
diffusion, the innovators can present the timeline for the diffusion. They can also inform the
leaders that questions and concerns will be addressed upfront to hopefully ensure a smooth
diffusion process.

Key Actors and Resources:

● Change Agents
● Opinion Leaders
● School Administrators
● Department Chairs
● Computers
● PowerPoint presentation to provide an overview of the Diffusion. Presentation will
include facts illustrating how using digital media can help increase literacy scores.
● StoryBoard That to demonstrate the simplicity of creating a comic online.

Timeline:
● 2 weeks

Step 6: Conduct Survey Among Faculty to Gain Interest, Promote, and Address
Concerns Prior to Implementing the Diffusion
Change agents will send an email to all faculty at the school. The email will include access to a
short video giving an overview of using comics to support literacy, an example of a completed
comic, and an online survey. The video, comic example, and survey will be used to gain interest
with the faculty, promote the new diffusion and address any concerns prior to implementation.

Rationale:
Prior to presenting the diffusion, the change agents will send an online survey to the faculty. The
purpose of the survey is to generate interest and promote using comics in the classroom to help

17
increase literacy scores. The survey will also include questions to gauge the faculty’s level of
technology expertise as well as any obvious concerns they may have. The results will help the
innovators identify possible preliminary problems that might occur and be corrected prior to
implementation.

Often there are undesirable consequences when introducing a new innovation. These
consequences might be either negative or flawed (Rogers, 2003). Hopefully through the
analysis of the survey data, the innovators can determine or perhaps predict prior to full
implementation some of the undesirable consequences. One possible undesirable consequence
might be teachers not implementing the digital learning in their classroom due to either not
understanding digital technology or not wanting to learn the digital programs needed to be
successful. The innovators can determine from the online survey if additional technology
training might be needed to make the teachers more comfortable with technology and possibly
prevent undesirable consequences.

Key Actors and Resources:

● Innovators
● Opinion Leaders
● Change Agents
● Faculty
● Provide online access to a video that briefly explains and demonstrates the diffusion.
● Provide examples of completed comics using StoryBoard That. The comics will cover
varied subject-matter.
● Computer for online video and examples. Also will be used for emailing and responding
to survey.
● Online survey tool such as Google Forms for ease of sending survey to faculty and ease
of collecting/reviewing data.

Timeline:
● 2 weeks

Step 7: Present to Faculty by Departments. Innovators Will Address Subject-Specific

Concerns
Using Digital Comics to support literacy will be presented to the faculty by departments.
Depending on the subject-matter, some faculty may have more questions than others. By
presenting in smaller groups the innovators and change opinion leaders will be able to address
subject-specific concerns easier.

Rationale:
This purpose of the initial presentation to faculty is to inform and address concerns prior to
implementation in order to gain support from everyone involved in the diffusion. By presenting
the diffusion in a small-group setting, the faculty may be more inclined to ask questions and

18
become more involved in discussions than in a large faculty meeting. Also by grouping the
faculty according to departments, the members of each group will be more familiar with the
subject-matter and how to personalize their literacy lessons to their particular subject.

The faculty will view a short presentation that provides an overview of the diffusion as well as
facts relating to the school’s current literacy rates. According to Fullan, Cuttress, & Kilcher
(2005), the first principle of change knowledge is the “why of change” or moral purpose.
Educators’ purpose in adapting to change is to help improve the educational system and to
increase students’ knowledge (Fullan, Cuttress, & Kilcher, 2005). By viewing the presentation
and learning about the diffusion, most teachers should be supportive. The teachers realize there
is a literacy problem but not being English or Language Arts teachers, they are not sure how to
address the issue.

Key Actors and Resources:

● Administrators
● Department Chairs
● Change Agents
● Opinion Leaders
● Innovators to address faculty concerns
● Computer
● PowerPoint presentation to provide an overview of the Diffusion. Presentation will
include facts illustrating how using digital media can help increase literacy scores.
● Storyboard That to demonstrate the simplicity of creating a comic online.

Timeline:
● 2 - 3 weeks

Step 8: Piloting Diffusion for Observation

Identified innovators, change agents, and opinion leaders will collaborate in developing one or
more presentable classroom lessons that highlight learner-centered use of Storyboard That in a
typical classroom setting. The lesson(s) will strive to showcase the features that make
Storyboard That useful within multiple subject areas. Faculty members will be given times
during which they can sit in on lessons for observation and, if times for observation are not
available, the lessons will be recorded digitally for viewing online.

Rationale:
By providing a strong example of learner-centered instruction using the innovation, teachers are
provided with a vicarious experience that can then be translated for use in their own instruction
(An & Reigeluth, 2011-12). Additionally, this modeling demonstrates to teachers that the
innovation can be used in daily instruction, thus helping to anchor the innovation (Kotter, 2007).

Key Actors and Resources:

● Change Agents
● Opinion Leaders

19
 ● Current Users of Innovation
● Devices for student and instructor access
● Current instructional standards
● Digital video device for recording
● Link to digital video for asynchronous viewing of lesson

Timeline:
● 2-4 weeks, allowing time for planning, implementation, and viewing by all faculty

Step 9: Collaborative Planning by Department to Diffuse Use in Classroom

After viewing piloted lessons using Storyboard That, departments will meet in collaborative
groups to match use of the innovation with grade and subject standards. Collaborative plans will
be produced for implementation for instructional use. Key elements of learner-centered
instruction and/or project-based learning will be encouraged. After planning, it will be
understood that faculty will carry out the planned lessons with fidelity so that the innovation can
be assessed adequately on its benefits or limitations for classroom instruction.

Rationale:
Through collaborative planning with opinion leaders and change agents, the overall buy-in of
use of Storyboard That will diffuse into the overall faculty of the school (Ellsworth, 2000).
Additionally, encouraging use of learner-centered instruction techniques, such as project-based
learning, will provide both encouragement of engagement and student ownership of learning
(Reigeluth & Duffy, 2014).

Key Actors and Resources:

● Change Agents
● Opinion Leaders
● Department Chairs
● Faculty of School
● Current instructional standards

Timeline:
● 2-3 weeks, immediately following Step 8

Step 10: Assess Student Performance After Using Comics and Storyboard That
Once teachers have faithfully implemented use of Storyboard That in classroom instructional
activities, students will be assessed on concepts that were addressed using the innovation. Of
particular interest will be the assessment of literacy growth, as this is the primary area of
concern across the school. Assessment results in literacy will be compared to scores prior to the
innovation.

20
Rationale:
While norm-referenced assessments are not ideal, they are still a reality in today’s schools and
will most likely be taken into account when assessing literacy growth (Reigeluth & Duffy, 2014).
The assessment results, in whatever form they come, will be a valuable measurement of the
success of Storyboard That use in instructional activities.

Key Actors and Resources:

● Change Agents
● School Administrators
● Opinion Leaders
● Department Chairs
● Faculty of School
● Standardized or norm-referenced literacy assessments
● Baseline data of literacy scores and levels prior to innovation
● Data of literacy scores after innovation

Timeline:
● 6 to 8 weeks, following start of innovation use

Step 11: Review and Modify Diffusion Plan to Prevent Discontinuance

Baseline data of literacy scores will be compared to results of assessment after instructional use
of Storyboard That. The group will determine the success rate of the innovation and make any
modifications to increase the success and overall usage of Storyboard That schoolwide.

Rationale:
In this step, the change agents aim to move more into a mentor role, supporting the clients in
analyzing the results of the application of Storyboard That. In this analysis, the clients need to
consider the overall success of the innovation and if changes need to be made to increase
effectiveness. This ongoing process will help shape the diffusion of the innovation looking
toward future use in current settings and the expansion into those areas not yet introduced to
the innovation (Ellsworth, 2000). Such planning will help avoid discontinuance of the innovation
and will help to transfer the change force of the innovation from the change agents to the
clients, thus achieving a terminal relationship (An, n.d.).

Key Actors and Resources:

● Change Agents
● School Administrators
● Opinion Leaders
● Department Chairs
● Analysis data from Step 10

Timeline:
● Ongoing, particularly through steps 8 through 10

21
Summary Table
Action Rationale Key Actors Resources Timeline
Steps/Strategies

Step 1: Find opinion leaders. --Diffusion team --Online surveys 1 month

Identifying Stakeholders can ask more --Media --Paper
Innovators questions about technology. Specialist Questionnaires
Currently Using More credibility for the
Comics and/or innovation.
Storyboard That
in the Classroom

Step 2: Ensures there are enough --Media --Inventory of 3

Securing devices for tech integration. Specialist supplies months,
Appropriate Ensures bandwidth support and --IT Personnel then as-
Technology online storage is available. --Administration needed
Access

Step 3: Identify opinion leaders formally —Change —Online survey 2-3

Identifying and and informally. Provide explicit Agents —Professional weeks
Meeting with instruction to opinion leaders --Administration Development
Opinion Leaders concerning the innovation’s —Opinion Resources
to Gain Support features. Leaders
--PCH Staff

Step 4: Have opinion leaders implement —Change —Peer-created 2-3

Utilizing Opinion innovation in their classroom. Agents lesson plans weeks
Leaders Later, have opinion leaders —Opinion
share their feedback and Leaders
experience to support remaining —PCH staff
staff.

Step 5: Present to Administrators, --Change Agents --Computers 2 weeks

Presenting the department chairs and other --Opinion --PowerPoint
Diffusion to school leaders to gain initial Leaders presentation
Administrators support. --School --StoryBoard
and Department Administrators That
Chairs --Department
Chairs

Step 6: The survey will gain interest and --Innovators, --Online access - 2 weeks
Conduct Survey promote the diffusion. Data will --Opinion -Video explaining
Among Faculty to be collected and analyzed to Leaders, diffusion
Gain Interest, determine technology levels --Change --Examples of
Promote, and and possible issues. Agents, comics using
Address --Faculty StoryBoard That
Concerns Prior to --Computer
Implementing the --Email

22
Diffusion --Online survey
tool such as
Google Forms

Step 7: The diffusion presentation will --Administrators, --Computer, 2-3

Present to be presented to the faculty in --Department --PowerPoint weeks
Faculty by small groups, mostly by Chairs, presentation,
Departments. department or subject taught. --Change --StoryBoard
Diffusion Will Agents, That
Address Subject- --Opinion
Specific Leaders
Concerns --Innovators

Step 8: Anchor classroom use of --Change Agents --Devices for 2-4

Piloting Diffusion Storyboard That by providing --Opinion student and weeks,
for Observation modeled lessons. Leaders instructor access allowing
--Current Users --Current time for
of Innovation instructional planning,
standards impleme
--Storyboard ntation,
That and
--Digital video viewing
device for by all
recording faculty
--Link to digital
video for
asynchronous
viewing of lesson

Step 9: Develop grade and subject- --Change Agents --Current 2-3

Collaborative specific lessons incorporating --Opinion instructional weeks,
Planning by Storyboard That and learner- Leaders standards immediat
Department to centered instruction. Diffuse the --Department ely
Diffuse Use in innovation into classrooms Chairs following
Classroom beyond the innovators and --Faculty of Step 8
opinion leaders. School

Step 10: Produce pre-and post- --Change Agents --Standardized or 6 to 8

Assess Student assessment data for use in --School norm-referenced weeks,
Performance measurement of success of the Administrators literacy following
After Using innovation. --Opinion assessments start of
Comics and Leaders --Baseline data innovatio
Storyboard That --Department of literacy scores n use
Chairs

23
 --Faculty of and levels prior
School to innovation
--Data of literacy
scores after
innovation

Step 11: Analyse assessment data to --Change Agents --Analysis data Ongoing,
Review and determine strengths of the --School from Step 10 particular
Modify Diffusion innovation and/or modification Administrators ly
Plan to Prevent needs. Develop the skills of the --Opinion through
Discontinuance clients to allow them to move Leaders steps 8
into the role of change agents. --Department through
Chairs 10

References
Academy of Science, Research, and Medicine, (n.d.). Retrieved from
http://www.pchsmagnet.com/

An, Y.-J., & Reigeluth, C. (2011-12). Creating technology-enhanced, learner-centered

classrooms: K–12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of
Digital Learning in Teacher Education, 28(2), 54-62.

An, Y.-J. (n.d.). The change agent. Carrollton, Georgia.

Bonanno, K. (2016). Being a leader in your school community. Access (10300155), 30(2), 10-
17.

Clever Prototypes, LLC. (2018). Storyboard That: The world's best free online storyboard
creator. Retrieved from Storyboard That: https://www.storyboardthat.com/

Eck Van, Jager, & Leeflang. (2011). Opinion leaders' role in innovation diffusion: A
simulation study. Journal of Product Innovation Management(28)187-203.
10.1111/j.1540-5885.2011.00791.x.

Ellsworth, J. (2000). Surviving change: A survey of educational change models (pp. 1-296).
Washington D. C.: ERIC

Frey, N., & Fisher, D. (Eds.). (2008). Teaching visual literacy. Corwin Press.

Fullen, M., Cuttress, C., & Kilcher, A. (2005). 8 Forces for leaders of change. National
Staff Development Council, 26(4). 54-58

24
GeorgiaGov: The Governor’s Office of Student Achievement Georgia School Grades Reports
(n.d.) Paulding County High School. Retrieved from
https://schoolgrades.georgia.gov/paulding-county-high-school

IES:NCES National Center for Education Statistics (n. d.) Search for Public Schools. Retrieved
from
https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?Search=1&City=dallas&State=1
3&SchoolType=1&SchoolType=2&SchoolType=3&SchoolType=4&SpecificSchlTypes=al
l&IncGrade=-1&LoGrade=-1&HiGrade=-1&SchoolPageNum=2&ID=130402001471

Kirchoff, J. (2017). Using Digital Comics to Develop Digital Literacy: Fostering Functionally,
Critically, and Rhetorically Literate Students. Texas Journal Of Literacy Education, 5(2),
117-129.

Kotter, J. P. (2007). Leading change: Why transformation efforts fail. Harvard Business Review,
96-102.

Paulding County School District (n.d.) Strategic Plan 2017-2022. Retrieved from
https://intranet2.paulding.k12.ga.us/documents/SchoolImprovement/Strategic%20Plan%
20Brochure%2032618.pdf

Paulding County High School (n.d.). Mission & Vision. Retrieved from
https://www.paulding.k12.ga.us/Page/1475

Paulding County High School (2017) School Improvement Plan. Retrieved from
https://docs.google.com/viewerng/viewer?url=https://www.paulding.k12.ga.us//cms/lib/G
A01903603/Centricity/Domain/889/2017-2018+PCHS+SIP.docx

Paulding County High School (2018). U.S. News & World Report L.P. Retrieved from
https://www.usnews.com/education/best-high-schools/georgia/districts/paulding-
county/paulding-county-high-school-6042

Reigeluth, C. M., & Duffy, F. M. (2014, May-June). Paradigm change in education:

Introduction to special issue. Educational Technology, 3-6.

Rogers, E. M. (2003). Diffusion of Innovations (5th Ed.) New York, NY: Free Press.

Sadoski, M., & Paivio, A. (2001). Imagery and Text : A Dual Coding Theory of Reading and
Writing. Mahwah, NJ: Routledge.

TownCharts (2018). Paulding County, Georgia Education Data. Retrieved from

http://www.towncharts.com/Georgia/Education/Paulding-County-GA-Education-data.html

25
Valente, T. W., & Davis, R. L. (1999). Accelerating the diffusion of innovations using opinion
leaders. The Annals of the American Academy of Political and Social Science, 566(1),
55-67.

26