Technology+Integration+Plan


 * Technology Integration Plan **
 * Steps and Strategies: **
 * 1. Conduct survey with faculty, administrators, parents, and students. **

○ adopters’ collaboration ○ research similar adoption surveys ○ consider advantages and disadvantages of postal or email surveys ○ consider advantages for interpersonal channels and interactive communication
 * Strategies **

○ Innovators ○ Early Adopters ○ Change Agents
 * Key Actors **

Technology is instrumental in our students’ education. It promotes creativity and it aids in problem-solving, information gathering, and collaborative learning. Charles M. Reigeluth (1994) noted that our society has moved into the information age and our schools must do the same. So, it is necessary to make sure students have the technology they need for their classes. Collaboration is necessary between the key actors at this step to determine the best avenues to gather information from the people that the innovation will affect. Innovations are not easily adopted unless the people concerned are open to the new adoption. Surveys will allow the innovators insight into the faculty, administration, parents, and students thoughts and ideas.
 * Rationale **

○ computer ○ Microsoft Word for printed surveys ○ envelopes ○ stamps ○ email ○ addresses
 * Resources **

○ two weeks
 * Timeline **


 * 2. Analyze data received from surveys. **

○ input data into tables, charts, or graphs ○ consider relative advantage, compatibility, complexity, trialability, and observability ○ consider type of innovation-decisions, nature of communication channels and social system, and the efforts of the change agents ○ garner knowledge and attitudes for adoption or rejection
 * Strategies **

○ Innovators ○ Early Adopters ○ Change Agents
 * Key Actors **

Data must be analyzed to determine if the innovation is plausible and favorable. Then, a look at the thoughts and ideas of the people surveyed must be considered to draw conclusions of the attitudes of those who will be involved. Once the innovation has been determined to be a relative advantage for the social system, other attributes must be considered. According to Rogers (2003), other attributes that now must be contemplated are compatibility, complexity, trialability, and observability.
 * Rationale **

○ Excel Timeline ○ one week
 * Resources **


 * 3. Focus on and publish goals, expectations, and implementation plan. **

○ Engage students ○ Foster creativity ○ Will integrate technology in the classroom ○ Will improve access to technology ○ Cultivate in-depth, higher-level, critical thinking skills ○ Promote cooperative learning ○ Improve achievement levels
 * Strategies **

○ Change agents ○ Innovators ○ Superintendent ○ County Board of Education ○ School administration
 * Key Actors **

Once the decision has been made to adopt the innovation, careful deliberation of its’ execution should be focal. Proper documentation must be gathered and should adequately address all intended audiences. According to Sheninger (2012), “A BYOT initiative will be unique to each district and should be carefully constructed on the basis of socioeconomics and community dynamics” (p. 61).
 * Rationale **

First, intended outcomes of the intervention should be recognized. A committee comprised of all the key players should contribute to the published goals of BYOT in the school setting. Additionally, the assembled commission should identify expectations resulting from the implementation of the innovation. Lastly, steps to execute the plan of action is emphasized at this stage of the integration process. A BYOT digital citizenship standards cell phone policy, BYOT student and parent user agreement, and BYOT frequently asked questions (FAQ) data sheet should be created in this stage.

○ Computer, Internet connection, & Microsoft Word ○ Federal, state, & district policy ○ School handbook ○ Parent letter from superintendent
 * Resources **

○ Four weeks
 * Timeline **


 * 4. Consider what devices will be included with implementation **

○ Consider limitations of the devices ○ Conduct a teacher and student questionnaire ○ Research what devices other school systems are employing
 * Strategies **

○ Change agents ○ BYOT implementation committee ○ Innovators
 * Key Actors **

Employing the proper devices and identifying permitted network filters in this initiative is key. Quillen (2011) notes, “Mitchell, Menchhofer, and other district technology officials say that by writing policy or procedures prohibiting students from using outside networks, they can comply with the federal Children's Internet Protection Act” (p. 23). Decisions regarding embraced technologies should be decided early in the integration process and definitely before implementation. Accepted devices and the suitable network should be published on the school’s Web site, student handbook, and within the user agreement. The committee should also consider devices they wish to prohibit and publish that information as well.
 * Rationale **

○ Evidence-based research ○ Data from counties that have adopted the policy ○ Student survey results ○ Potential tangible items/electronics
 * Resources **

○ One week
 * Timeline **


 * 5. Publish the procedures of the adoption. **

○ provide copies for parents and students ○ conduct an information session for interested parents and students ○ provide forum for questions and answers
 * Strategies **

○ Innovators, Early Adopters (Implementation Committee)
 * Key Actors **

Communication of adoption procedures will provide stakeholders with an opportunity to gather information specifically regarding the adoption process and provide feedback through question and answer sessions. According to Albronda, De Langen, & Huizing (2011), effective communication is a key factor in the success of innovation adoption and implementation. Characteristics of effective communication include the possibility of non-verbal communications, possibility of immediate feedback (interaction), and the prior establishment of a personal relationship. A face to face meeting between early adopters (implementation committee) and stakeholders will provide the forum for each of these characteristics. Additionally, the interaction at this point in the adoption process will provide stakeholders with the opportunity to voice concerns and have questions answered before the roll out of rules and procedures.
 * Rationale **

○ one page handout explaining adoption procedures in laymen’s terms including proposed timeline ○ meeting space ○ means of communicating meeting time and location
 * Resources **

○ One week includes time to prepare for face to face meeting
 * Timeline **


 * 6. Develop and publish rules and procedures for technology use in the classroom. **

○ gather sampling of rules and procedures from other schools that have previously implemented BYOT ○ establish rules and procedures for classroom use of devices including, but not limited to ■ when to power-down ■ using others’ technologies ■ keeping classroom doors and locker doors locked for burglary issues
 * Strategies **

**Key Actors** ○ Implementation committee ○ administration ○ change agent

Clear rules and procedures for the use of devices in the classroom should be communicated and published for all involved stakeholders. Investigation of rules and procedures from other schools will help guide rules and procedures for Roswell North. Clear rules and procedures communicated effectively will help ensure smooth implementation of proposed innovation. The change agent should play a role in this action step as the establishment and communication of rules and procedures will lead to stabilization of adoption.
 * Rationale **

○ stakeholders from other schools that have implemented BYOT
 * Resources **

○ two to three weeks
 * Timeline **


 * 7. BYOT professional development. **

○ review Roswell North Elementary BYOT Rules and Procedures ○ model lessons of how BYOT devices for both specific content and specific grade levels ○ provide hands-on experience with BYOT devices ○ guide teachers in the development of lessons incorporating BYOT ○ allow time for teacher exploration and collaboration ○ begin creation of lesson database
 * Strategies **

○ Change agents ○ BYOT implementation committee ○ School Administrators ○ Teachers
 * Key Actors **

Quality professional development prior to and during implementation of BYOT is critical to the success of the innovation. Initial analysis of RNE school personnel indicated a strong desire and perceived need for BYOT professional development. Nelson (2012) reported that a major barrier teachers indicate for not embracing student technology in the classroom is lack of knowledge on how to effectively integrate student devices. It is important to provide teachers with concrete examples of how a new strategy translates into practice and establish confidence in their own ability to achieve instructional goals using the new technology (Ertmer & Ottenbreit-Leftwich, 2010).
 * Rationale **

○ Roswell North Elementary BYOT Rules and Procedures ○ Sample lessons to model ○ BYOT devices ○ Classrooms for training locations ○ Trainer, from inside or outside of system
 * Resources **

**Timeline**

○ Will begin 6 weeks prior to implementation, but will be continued throughout BYOT adoption


 * 8. Begin implementation, testing connectivity options for differing devices. **

○ teachers and students implement developed BYOT rules and procedures ○ teachers implement lessons utilizing BYOT devices ○ teachers and students work collaboratively to explore and share possibilities of the available devices ○ students practice new apps and downloads on different devices ○ IT personnel monitor networks and provide support when/if needed
 * Strategies **

○ Teachers ○ Students ○ IT personnel
 * Key Actors **

Implementing the BYOT strategy “to promote 21st century skills, foster entrepreneurial teaching and learning, and increase engagement in the classroom” (Ray, 2013, p. 8) is the ultimate goal for this plan of action. It provides the opportunity for teachers to “empower students to use the devices they already have with them as connections to learning” (Nelson, 2012, p. 15). Implementation after focused and careful planning paired with professional development provides teachers the important opportunity to experiment and experience success with the strategy (Ertmer & Ottenbreit-Leftwich, 2010).
 * Rationale **

○ BYOT devices ○ Roswell North Elementary BYOT Rules and Procedures ○ Teacher developed lessons ○ IT personnel
 * Resources **

**Timeline** ○ Remainder of school year


 * 9. Share ups and downs of BYOT activities. **

○ survey students and teachers about their experiences ○ teacher observations and reflections on experiences ○ administrators and teachers conduct question and answer discussion about ups and downs with the students ○ teacher collaboration ○ keep parents posted on the implementation and seek their feedback about experiences via a parent survey
 * Strategies **

○ BYOT implementation committee ○ Administration ○ Teachers ○ Students ○ Parents
 * Key Actors **

According to Straub (2009) the adoption of technology is a complex as well as social developmental process. Teachers need the opportunity to share their experiences and learn from each others successes and failures. Working with knowledgeable peers and participating in professional learning communities are ways of building self-efficacy which plays an important role in successful implementation of technology (Ertmer & Ottenbreit-Leftwich, 2010). Also, it is important to provide support to teachers as they experience the emotional cycle of change caused by the “first down, then up” learning curve ( Duffy & Reigeluth, 2008). Sharing the week’s BYOT ups and downs allows for the faculty to learn from and help one another as well as identify potential areas of need for the continued professional development.
 * Rationale **

○ student survey ○ parent survey ○ teacher survey ○ communication with parents (e.g. letter, newsletter, website, and/or meeting)
 * Resources **

**Timeline** ○ After first implementation week then every four to six weeks throughout implementation.


 * 10. Address kinks in the implementation. **

○ BYOT committee meet to discuss undesired outcomes ○ Committee deduce possible enhancements to the initiative
 * Strategies **

○ Change agents ○ School Administration ○ Teachers ○ Involved district employees
 * Key Actors **

Considering the outcome of the discussion in the previous stage, change agents and key actors will concentrate on improving the application of BYOT in the classroom. The objective is to ensure the intended learning outcomes are met or exceeded.
 * Rationale **

○ Recorded observations from discussions with students ○ Current BYOT policy
 * Resources **

○ One week
 * Timeline **


 * 11. Produce new tasks and modify old tasks for technological activities. **

○ faculty collaboration ○ Internet research
 * Strategies **

○ Teachers ○ Media Specialist
 * Key Actors **

Technology is constantly evolving. Educators should always seek to integrate innovative technologies and strategies to preserve student engagement.
 * Rationale **

○ Evidence-based research ○ Teacher forums ○ Professional development workshops ○ State-wide conferences
 * Resources **

○ Ongoing for the duration of its use
 * Timeline **

Analysis || *Innovators Expectations || *Change Agents Devices || *Change Agents week ||
 * Action Steps ||  Key Actors  ||  Strategies  ||  Rationale  ||  Resources  ||  Timeline  ||
 * Surveys || *Innovators
 * Early Adopters
 * Change Agents || * adopters’ collaboration
 * research similar surveys
 * postal versus email surveys
 * to consider advantages for interpersonal channels and interactive communication || To get data for adoption or rejection || * Computer
 * Microsoft Word
 * Envelopes
 * Stamps
 * Email
 * Addresses || one week ||
 * Data
 * Early Adopters
 * Change Agents || * input data into tables, charts, and graphs
 * consider relative advantage, compatibility, complexity, trialability, and observability
 * consider type of innovation-decisions, nature of communication channels and social system, and the efforts of the change agents
 * garner knowledge and attitudes for adoption or rejection || To analyze data for adoption or rejection || * Microsoft Excel || two weeks ||
 * Goals &
 * Innovators
 * Superintendent
 * County Board of Education
 * School Administration || * engage students
 * foster creativity
 * integrate technology
 * provide access to technology
 * cultivate critical thinking skills
 * promote cooperative learning
 * improve achievement levels || To publish the goals, expectations, and steps to implementation || *Computer, internet connection, & Microsoft Word
 * Federal, state, & district school policy
 * School handbook
 * Parent letter from Superintendent || four weeks ||
 * BYOT
 * BYOT Implementation Committee
 * Innovators || * consider the devices limitations
 * conduct a teacher and student questionnaire
 * research what devices other schools systems are employing || It’s essential that acceptable devices be recognized and published. || * Evidence-based research
 * Data from other counties that have adopted BYOT
 * Student survey results
 * Potential tangible items/electronics || one week ||
 * Publish Procedures || *Innovators
 * Early Adopters
 * BYOT Implementation Committee || * provide copies of adoption procedures
 * conduct information session
 * question and answer session or form || Opportunity to provide stakeholders with adoption process to address questions and concerns before implementation begins || *One page handout explaining adoption procedures in laymen’s terms including proposed timeline
 * Meeting space || one week ||
 * Develop & Publish Rules & Procedures || *Innovators
 * Administration
 * BYOT Implementation Committee || *gather sampling of rules and procedures from other schools that have previously implemented BYOT
 * establish rules and procedures for classroom use of devices || Clear rules and procedures communicated effectively will ensure stabilization of adoption and dissuade discontinuance. || *BYOT rules and procedures from other schools that have already implemented innovation || two to three weeks ||
 * Professional Development || *Change agents
 * BYOT implementation committee
 * School Administrators
 * Teachers || *review RNE BYOT Rules and Procedures
 * model lessons for both specific content and specific grade levels
 * provide hands-on experience with BYOT devices
 * guide teachers in the development of BYOT lessons
 * allow time for teacher exploration and collaboration
 * begin creation of lesson database || Quality professional development prior to and during implementation of BYOT is critical to the success of the innovation || *RNE BYOT Rules and Procedures
 * Sample lessons to model
 * BYOT devices
 * Classrooms for training locations
 * Trainer, from inside or outside of system || 6 weeks prior to implementation and continued throughout BYOT adoption ||
 * Implement and Test Connectivity Options || *Teachers
 * Students
 * IT personnel || *implement developed BYOT rules and procedures
 * teachers implement lessons utilizing BYOT devices
 * teachers and students work collaboratively to explore and share possibilities of the available devices
 * students practice new apps and downloads on different devices
 * IT personnel monitor networks and provide support when/if needed || Implementing the BYOT strategy is the ultimate goal for this plan of action. || *BYOT devices
 * RNE BYOT Rules and Procedures
 * Teacher developed lessons
 * IT personnel || Remainder of school year ||
 * Target Ups & Downs || *BYOT implementation committee
 * Administration
 * Teachers
 * Students
 * Parents || *survey students and teachers
 * teacher observations and reflections
 * administrators and teachers conduct question and answer discussion about ups and downs with the students
 * teacher collaboration
 * keep parents posted on the implementation and seek their feedback via a parent survey || Sharing the BYOT ups and downs allows for the faculty to learn from and help one another as well as identify potential areas of need for the continued professional development. || *Student survey
 * Parent survey
 * Teacher survey
 * Communication with parents (e.g. letter, newsletter, website, and/or meeting) || After first week then every four to six weeks through-out implementation ||
 * Address Kinks || *Change agents
 * School administration
 * Teachers
 * Involved employees || * committee meeting
 * committee decisions || To ensure intended learning outcomes are met or exceeded || *Recorded observations
 * Current BYOT policy || one
 * Produce & Modify Tasks || *Teachers || * faculty collaboration
 * Internet research || To preserve student engagement || *Education-based research
 * Teacher forums
 * Professional development workshops
 * State-wide conferences || ongoing throughout duration of use ||

** References **

Albronda, B., DeLangen, F., Huizing, B. (2011). The influence of communication of the process of innovation adoption. Innovative Management Journal, 4(7), 22-31.

Duffy, F., & Reigeluth, C. (2008). The school system transformation (SST) protocol. Educational Technology, 48(4), 41-48.

Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.

Nelson, D. (2012). BYOD: An opportunity schools cannot afford to miss. Internet@Schools, 19(5), 12-15. Retrieved from []

Quillen, I. (2011). Crafting your BYOT policy. Education Week's Digital Directions, 5, 22-23. Retrieved from []

Ray, M. (2013). BYO what? Library Media Connection, 31(4), 8-10.

Reigeluth, C. M. (1994). Systemic change in education. Englewood Cliffs, NJ: Education Technology Publications.

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

Sheninger, E. (2012). BYOT: No excuses. Principal Leadership, 13(4), 60-61. Retrieved from []

Straub, E. (2009). Understanding technology adoption: Theory and future directions for informal learning. Review of Educational Research, 79(2), 625-649.

 **Technology Integration Plan** MEDT 8461-N01 The “A” Team Amy Littleton, Alyicia Richards, Ayo Richardson, & Angel Smith **Steps and Strategies:** 1. Conduct survey with faculty, administrators, parents, and students. ○ adopters’ collaboration ○ research similar adoption surveys ○ consider advantages and disadvantages of postal or email surveys ○ consider advantages for interpersonal channels and interactive communication **Key Actors** ○ Innovators ○ Early Adopters ○ Change Agents **Rationale** Technology is instrumental in our students’ education. It promotes creativity and it aids in problem-solving, information gathering, and collaborative learning. Charles M. Reigeluth (1994) noted that our society has moved into the information age and our schools must do the same. So, it is necessary to make sure students have the technology they need for their classes. Collaboration is necessary between the key actors at this step to determine the best avenues to gather information from the people that the innovation will affect. Innovations are not easily adopted unless the people concerned are open to the new adoption. Surveys will allow the innovators insight into the faculty, administration, parents, and students thoughts and ideas. ○ computer ○ Microsoft Word for printed surveys ○ envelopes ○ stamps ○ email ○ addresses **Timeline** ○ two weeks 2. Analyze data received from surveys. ○ input data into tables, charts, or graphs ○ consider relative advantage, compatibility, complexity, trialability, and observability ○ consider type of innovation-decisions, nature of communication channels and social system, and the efforts of the change agents ○ garner knowledge and attitudes for adoption or rejection **Key Actors** ○ Innovators ○ Early Adopters ○ Change Agents **Rationale** Data must be analyzed to determine if the innovation is plausible and favorable. Then, a look at the thoughts and ideas of the people surveyed must be considered to draw conclusions of the attitudes of those who will be involved. Once the innovation has been determined to be a relative advantage for the social system, other attributes must be considered. According to Rogers (2003), other attributes that now must be contemplated are compatibility, complexity, trialability, and observability. ○ Excel **Timeline** ○ one week 3. Focus on and publish goals, expectations, and implementation plan. ○ Engage students ○ Foster creativity ○ Will integrate technology in the classroom ○ Will improve access to technology ○ Cultivate in-depth, higher-level, critical thinking skills ○ Promote cooperative learning ○ Improve achievement levels **Key Actors** ○ Change agents ○ Innovators ○ Superintendent ○ County Board of Education ○ School administration **Rationale** Once the decision has been made to adopt the innovation, proper documentation must be established. First, intended outcomes of the intervention should be recognized. A committee comprised of all the key players should contribute to the published goals of BYOT in the school setting. Additionally, the assembled commission should identify expectations resulting from the implementation of the innovation. Lastly, steps to execute the plan of action is emphasized at this stage of the integration process. A BYOT digital citizenship standards cell phone policy, BYOT student and parent user agreement, and BYOT frequently asked questions (FAQ) data sheet should be created in this stage. ○ Computer, Internet connection, & Microsoft Word ○ Federal, state, & district policy ○ School handbook ○ Parent letter from superintendent **Timeline** ○ Four weeks 4. Consider what devices will be included with implementation ○ Consider limitations of the devices ○ Conduct a teacher and student questionnaire ○ Research what devices other school systems are employing **Key Actors** ○ Change agents ○ BYOT implementation committee ○ Innovators **Rationale** Employing the proper devices in this initiative is key. Decisions regarding embraced technologies should be decided early in the integration process and definitely before implementation. Accepted devices should be published on the school’s Web site, student handbook, and within the user agreement. The committee should also consider devices they wish to prohibit and publish that information as well. **Resources** ○ Evidence-based research ○ Data from counties that have adopted the policy ○ Student survey results ○ Potential tangible items/electronics **Timeline** ○ One week 5. Publish the procedures of the adoption. ○ provide copies for parents and students ○ conduct an information session for interested parents and students ○ provide forum for questions and answers **Key Actors** ○ Innovators, Early Adopters (Implementation Committee) **Rationale** Communication of adoption procedures will provide stakeholders with an opportunity to gather information specifically regarding the adoption process and provide feedback through question and answer sessions. According to Albronda, De Langen, & Huizing (2011), effective communication is a key factor in the success of innovation adoption and implementation. Characteristics of effective communication include the possibility of non-verbal communications, possibility of immediate feedback (interaction), and the prior establishment of a personal relationship. A face to face meeting between early adopters (implementation committee) and stakeholders will provide the forum for each of these characteristics. Additionally, the interaction at this point in the adoption process will provide stakeholders with the opportunity to voice concerns and have questions answered before the roll out of rules and procedures. ○ one page handout explaining adoption procedures in laymen’s terms including proposed timeline ○ meeting space ○ means of communicating meeting time and location **Timeline** ○ One week includes time to prepare for face to face meeting 6. Develop and publish rules and procedures for technology use in the classroom. ○ gather sampling of rules and procedures from other schools that have previously implemented BYOT ○ establish rules and procedures for classroom use of devices including, but not limited to ■ when to power-down ■ using others’ technologies ■ keeping classroom doors and locker doors locked for burglary issues **Key Actors** ○ Implementation committee ○ administration ○ change agent **Rationale** Clear rules and procedures for the use of devices in the classroom should be communicated and published for all involved stakeholders. Investigation of rules and procedures from other schools will help guide rules and procedures for Roswell North. Clear rules and procedures communicated effectively will help ensure smooth implementation of proposed innovation. The change agent should play a role in this action step as the establishment and communication of rules and procedures will lead to stabilization of adoption. ○ stakeholders from other schools that have implemented BYOT **Timeline** ○ two to three weeks 7. BYOT professional development. **Strategies** ○ review Roswell North Elementary BYOT Rules and Procedures ○ model lessons of how BYOT devices for both specific content and specific grade levels ○ provide hands-on experience with BYOT devices ○ guide teachers in the development of lessons incorporating BYOT ○ allow time for teacher exploration and collaboration ○ begin creation of lesson database **Key Actors** ○ Change agents ○ BYOT implementation committee ○ School Administrators ○ Teachers **Rationale** Quality professional development prior to and during implementation of BYOT is critical to the success of the innovation. Initial analysis of RNE school personnel indicated a strong desire and perceived need for BYOT professional development. Nelson (2012) reported that a major barrier teachers indicate for not embracing student technology in the classroom is lack of knowledge on how to effectively integrate student devices. It is important to provide teachers with concrete examples of how a new strategy translates into practice and establish confidence in their own ability to achieve instructional goals using the new technology (Ertmer & Ottenbreit-Leftwich, 2010). **Resources** ○ Roswell North Elementary BYOT Rules and Procedures ○ Sample lessons to model ○ BYOT devices ○ Classrooms for training locations ○ Trainer, from inside or outside of system **Timeline** Will begin 6 weeks prior to implementation, but will be continued throughout BYOT adoption 8. Begin implementation, testing connectivity options for differing devices. ○ teachers and students implement developed BYOT rules and procedures ○ teachers implement lessons utilizing BYOT devices ○ teachers and students work collaboratively to explore and share possibilities of the available devices ○ students practice new apps and downloads on different devices ○ IT personnel monitor networks and provide support when/if needed **Key Actors** ○ Teachers ○ Students ○ IT personnel **Rationale** Implementing the BYOT strategy “to promote 21st century skills, foster entrepreneurial teaching and learning, and increase engagement in the classroom” (Ray, 2013, p. 8) is the ultimate goal for this plan of action. It provides the opportunity for teachers to “empower students to use the devices they already have with them as connections to learning” (Nelson, 2012, p. 15). Implementation after focused and careful planning paired with professional development provides teachers the important opportunity to experiment and experience success with the strategy (Ertmer & Ottenbreit-Leftwich, 2010). **Resources** ○ BYOT devices ○ Roswell North Elementary BYOT Rules and Procedures ○ Teacher developed lessons ○ IT personnel **Timeline** Remainder of school year 9. Share ups and downs of BYOT activities. ○ survey students and teachers about their experiences ○ teacher observations and reflections on experiences ○ administrators and teachers conduct question and answer discussion about ups and downs with the students ○ teacher collaboration ○ keep parents posted on the implementation and seek their feedback about experiences via a parent survey **Key Actors** ○ BYOT implementation committee ○ Administration ○ Teachers ○ Students ○ Parents **Rationale** According to Straub (2009) the adoption of technology is a complex as well as social developmental process. Teachers need the opportunity to share their experiences and learn from each others successes and failures. Working with knowledgeable peers and participating in professional learning communities are ways of building self-efficacy which plays an important role in successful implementation of technology (Ertmer & Ottenbreit-Leftwich, 2010). Also, it is important to provide support to teachers as they experience the emotional cycle of change caused by the “first down, then up” learning curve ( Duffy & Reigeluth, 2008). Sharing the week’s BYOT ups and downs allows for the faculty to learn from and help one another as well as identify potential areas of need for the continued professional development. **Resources** ○ student survey ○ parent survey ○ teacher survey ○ communication with parents (e.g. letter, newsletter, website, and/or meeting) **Timeline** After first implementation week then every four to six weeks throughout implementation. 10. Address kinks in the implementation. ○ BYOT committee meet to discuss undesired outcomes ○ Committee deduce possible enhancements to the initiative **Key Actors** ○ Change agents ○ School Administration ○ Teachers ○ Involved district employees **Rationale** Considering the outcome of the discussion in the previous stage, change agents and key actors will concentrate on improving the application of BYOT in the classroom. The objective is to ensure the intended learning outcomes are met or exceeded. **Resources** ○ Recorded observations from discussions with students ○ Current BYOT policy **Timeline** ○ One week 11. Produce new tasks and modify old tasks for technological activities. **Strategies** ○ faculty collaboration ○ Internet research **Key Actors** ○ Teachers ○ Media Specialist **Rationale** Technology is constantly evolving. Educators should always seek to integrate innovative technologies and strategies to preserve student engagement. ○ Evidence-based research ○ Teacher forums ○ Professional development workshops ○ State-wide conferences **Timeline** ○ Ongoing for the duration of its use
 * Strategies**
 * Resources**
 * Strategies**
 * Resources**
 * Strategies**
 * Resources**
 * Strategies**
 * Strategies**
 * Resources**
 * Strategies**
 * Resources**
 * Strategies**
 * Strategies**
 * Strategies**
 * Resources**

week || Analysis || *Innovators weeks || Expectations || *Change Agents Devices || *Change Agents week ||
 * Action Steps || Key Actors || Strategies || Rationale || Resources || Timeline ||
 * Surveys || *Innovators
 * Early Adopters
 * Change Agents || * adopters’ collaboration
 * research similar surveys
 * postal versus email surveys
 * to consider advantages for interpersonal channels and interactive communication || To get data for adoption or rejection || * Computer
 * Microsoft Word
 * Envelopes
 * Stamps
 * Email
 * Addresses || one
 * Data
 * Early Adopters
 * Change Agents || * input data into tables, charts, and graphs
 * consider relative advantage, compatibility, complexity, trialability, and observability
 * consider type of innovation-decisions, nature of communication channels and social system, and the efforts of the change agents
 * garner knowledge and attitudes for adoption or rejection || To analyze data for adoption or rejection || * Microsoft Excel || two
 * Goals &
 * Innovators
 * Superinten-dent
 * County Board of Education
 * School Administration || * engage students
 * foster creativity
 * integrate technology
 * provide access to technology
 * cultivate critical thinking skills
 * promote cooperative learning
 * improve achievement levels || To publish the goals, expectations, and steps to implementation || *Computer, internet connection, & Microsoft Word
 * Federal, state, & district school policy
 * School handbook
 * Parent letter from Superinten-dent || four weeks ||
 * BYOT
 * BYOT Implementation Committee
 * Innovators || * consider the devices limitations
 * conduct a teacher and student questionnaire
 * research what devices other schools systems are employing || It’s essential that acceptable devices be recognized and published. || * Evidence-based research
 * Data from other counties that have adopted BYOT
 * Student survey results
 * Potential tangible items/elec-tronics || one week ||
 * Publish Procedures || *Innovators
 * Early Adopters
 * BYOT Implementation Committee || * provide copies of adoption procedures
 * conduct information session
 * question and answer session or form || Opportun-ity to provide stakeholders with adoption process to address questions and concerns before implementation begins || *One page handout explaining adoption procedures in laymen’s terms including proposed timeline
 * Meeting space || one week ||
 * Develop & Publish Rules & Procedures || *Innovators
 * Administra-tion
 * BYOT Implementation Committee || *gather sampling of rules and procedures from other schools that have previously implemented BYOT
 * establish rules and procedures for classroom use of devices || Clear rules and proced-ures communi-cated effectively will ensure stabiliza-tion of adoption and dissuade discontin-uance. || *BYOT rules and procedures from other schools that have already implemented innovation || two to three weeks ||
 * Professional Development || *Change agents
 * BYOT implementation committee
 * School Administrators
 * Teachers || *review RNE BYOT Rules and Procedures
 * model lessons for both specific content and specific grade levels
 * provide hands-on experience with BYOT devices
 * guide teachers in the development of BYOT lessons
 * allow time for teacher exploration and collaboration
 * begin creation of lesson database || Quality profess-ional develop-ment prior to and during implement-tation of BYOT is critical to the success of the innovation || *RNE BYOT Rules and Procedures
 * Sample lessons to model
 * BYOT devices
 * Classrooms for training locations
 * Trainer, from inside or outside of system || 6 weeks prior to implement-tation, and continued through-out BYOT adoption ||
 * Implement and Test Connectivity Options || *Teachers
 * Students
 * IT personnel || *implement developed BYOT rules and procedures
 * teachers implement lessons utilizing BYOT devices
 * teachers and students work collaboratively to explore and share possibilities of the available devices
 * students practice new apps and downloads on different devices
 * IT personnel monitor networks and provide support when/if needed || Imple-menting the BYOT strategy is the ultimate goal for this plan of action. || *BYOT devices
 * RNE BYOT Rules and Procedures
 * Teacher developed lessons
 * IT personnel || Remain-der of school year ||
 * Target Ups & Downs || *BYOT implementation committee
 * Administra-tion
 * Teachers
 * Students
 * Parents || *survey students and teachers
 * teacher observations and reflections
 * administrators and teachers conduct question and answer discussion about ups and downs with the students
 * teacher collaboration
 * keep parents posted on the implementation and seek their feedback via a parent survey || Sharing the BYOT ups and downs allows for the faculty to learn from and help one another as well as identify potential areas of need for the continued profess-ional develop-ment. || *Student survey
 * Parent survey
 * Teacher survey
 * Communication with parents (e.g. letter, newsletter, website, and/or meeting) || After first week then every four to six weeks through-out imple-mentation ||
 * Address Kinks || *Change agents
 * School administration
 * Teachers
 * Involved employees || * committee meeting
 * committee decisions || To ensure intended learning outcomes are met or exceeded || *Recorded observations
 * Current BYOT policy || one
 * Produce & Modify Tasks || *Teachers || * faculty collaboration
 * Internet research || To preserve student engage-ment || *Education-based research
 * Teacher forums
 * Profession-al development workshops
 * State-wide conferences || ongoing through-out duration of use ||

**References** Albronda, B., DeLangen, F., Huizing, B. (2011). The influence of communication of the process of innovation adoption. //Innovative Management Journal.// 4(7), 22-31. Duffy, F., & Reigeluth, C. (2008). The school system transformation (SST) protocol. //Educational Technology//, 48(4), 41-48. Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. //Journal of Research on Technology in Education//, 42(3), 255-284. Nelson, D. (2012). BYOD: An opportunity schools cannot afford to miss. //Internet@Schools//, 19(5), 12-15. Retrieved from [] Ray, M. (2013). BYO what? //Library Media Connection//, 31(4), 8-10. Reigeluth, C. M. (1994). //Systemic change in education//. Englewood Cliffs, NJ: Education Technology Publications//.// Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). New York, NY: Free Press. Straub, E. (2009). Understanding technology adoption: Theory and future directions for informal learning. //Review of Educational Research//, 79(2), 625-649.