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Krystle Scarbough
14 June 2016
Dr. Starla Townsend
Summer 2016
eBooks Implementation Plan


Specialist Degree in Instructional Technology
Candidate Name

Krystle Scarbough

Email Address

Advisor Name

Dr. Starla Townsend


June 14, 2016

Capstone Title

eBooks Implementation Plan

Is this a Capstone
Project or Study?

Capstone Project

Client Name &


Flat Shoals Elementary School, DeKalb County School District, Decatur,

GA; eBooks training for implementation into the reading curriculum



My capstone project came in the middle of a major transition at my school, so things did
not go as planned. In order to complete my capstone project, I had to meet with and receive
assistance from the Media Specialist and school administration. Before doing any work on the
capstone project, the school was audited which gave us a chance to conduct a needs assessment
of our building and data towards the end of spring 15 and beginning of summer 2015. The results
from the audit and needs assessment showed that we had major deficits in reading and that
resources to help improve reading comprehension and performances on exams were not being
utilized. Based on this information, we decided that the best way to get teachers on board with
utilizing the reading resources, specifically eBooks, would be to have interactive professional
learning opportunities for teachers. Once a decision was made we asked for volunteers, and first
grade was the grade level selected for the eBooks implementation plan.
Because of a change in administration, media specialist, and teachers on the grade level,
our first meeting was October 9th, 2015 when we were told no more changes would be made. We
ended up losing a teacher in November to early maternity leave, but her long term substitute,
who retired from our school, filled in perfectly so that class could still receive eBooks resources.
There was a lot going on at the school and because of the late start, a lot of the capstone had to
be modified. Instead of the entire grade level completing the training and implementation, we
tested the whole grade level, analyzed the data, then created five leveled reading intervention
classes based on the reading test scores. We chose to implement the eBooks, using CoreClicks,
into one of the urgent intervention group classes and one at/above grade level class.
Even though only two out of the five first grade teachers would be using the eBooks in
their class as a part of this capstone project, all five teachers received the one-hour eBooks


resources workshop. The goal was for teachers to became aware of the resources and their
benefits and to get their students comfortable with using CoreClicks in order to improve overall
reading skills. After the eBooks workshop, the teachers provided feedback and their main
concern was making sure they would have adequate support after the professional development
and during the implementation into their classrooms. I was allowed to go in and model and
provide assistance to the teachers when they needed it, so they felt supported along the way.
Weekly meetings became too much, so we had to change the check-in meeting times to
twice a month to discuss what was going right and what can be done to make this process better.
We also spent some time creating various assessments to chart student growth and compared
them to the students who were not using CoreClicks as a reading intervention. Data showed that
students who received eBooks as an intervention showed on average about twenty-three points
higher on their assessment that previously. Students who had not received eBooks training
showed growth, but it was not as significant. Their growth percentage was around sixteen points.
When asked, students said they liked eBooks because they were able to hear how words were
supposed to be pronounced and got a better understanding of what they were reading because of
the audio features CoreClicks provided. Students in the urgent intervention class said that the
best part of the CoreClicks for them was that were able to go back into the reading passages to
find evidence to support their answer choices which helped them to read for details. They were
happy to be reading and it was amazing to see how their confidence blossomed.
On the teacher side, they feedback was mainly positive as well. Teachers said they were
able to plan more effectively and it was a lot easier to get a reading groups routine going with
CoreClicks being a reading center that the students could run on their own while they provided
guided reading to other students. Teachers loved that CoreClicks offered reading passages on a


variety of topics and also leveled the passages so students could work independently on their
reading level. The only negative feedback was that there were not enough iPads, working
computers, and headphones in the classrooms so having students share was noisy and disrupted
the quiet learning environment. Teachers were satisfied with the time they were given to explore
CoreClicks and liked how user friendly the website was.
During post-planning we were asked to provide a list of things we would like to have in
place next year. Based on test scores across the entire building, teachers requested an extra
reading teacher who would be in charge of supporting classroom teachers with the students who
are below grade level. My hope is that this new support staff member will be willing to continue
the use of CoreClicks and explore other online reading resources.
I honestly did not think that my capstone would be effective I was extremely discouraged
and disheartened after all of the changes and things that took place at the beginning of the year
that pushed the start date back. I was so overwhelmed with all of my everyday teacher duties and
then being a club sponsor for three clubs and grade level chair took a lot out of me. My advice
for any technology coach or leader would be to make time for yourself. Self-care is so important
and you are no good to anyone if you are not your best you.
Some things that helped me stay sane throughout the process was that I had to be flexible
and ask for help. I had to allow others to step in and help me, otherwise things would not have
gotten done. Teamwork makes the dream work. I had checklists and time tables that helped me
to stay on track. Planning is key. Training, modeling and support are a vital part of any
implementation plan. Evaluation and feedback are a must to allow for changes to be made.
Teacher feedback played a major role in determining the needs of the school. Student feedback


was also an important part of the process. We had to make sure what we were doing was
working for the majority of them and what we had to do in order to get the others to show growth
and interest in improving their reading. Throughout the Instructional Technology program, we
have learned about a variety of people in school when it comes to change. During this process,
there were innovators and saboteurs. It was important that even the people who were not
interested in participating had a role so that their negativity did not affect our program. Roblyer
and Doering (2013) say that to use technology effectively as solutions, one must have knowledge
of classroom problems, practice in addressing them, and an in-depth understanding of each
technology. So for the saboteurs, their role was to identify all of the problems; this was right up
their alley. When asked to provide solutions to the problems, not many of them had answers. As
a leader, it is important to stress that if you do not have any solutions, then you are a part of the
A technology leader has the knowledge required to effectively integrate technology and
has to be willing and able to pass this onto others. It is a lot of work, so I would suggest finding
some other technology savvy teachers in your building and making a team and delegating and
assigning different roles and tasks to maximize time and resources. Technology leaders must also
facilitate the design and implementation of technology-enhanced learning experiences. Basically,
it is your job to sell everyone on how great technology is and why they should be using it
effectively in their classrooms every chance they get. It is also important that as a leader, you
remind teachers that even if they are uncomfortable with something, if it is going to benefit the
students, then they should give it a chance because at the end of the day, we work for our
students and have to do what we can to make them the best they can be.


This project allowed both teachers and students to spend time online learning.
Instructional technology use is increasing in schools so a technology leader has to have the skills
to provide technology integration training and be able to lead by example through modeling and
coaching. Coaches have to be people people. They have to have an inviting and warm spirit that
makes people want to listen and learn from them. As educators, we know how important
relationships with our students and parents are in order for students to be successful. The same is
true for coaching. It is important that leaders never forget where they started. It is important that
leaders never become so far removed from the classroom that they place unrealistic expectations
on teachers and students.
Technology leaders must have the professional knowledge to conduct needs assessments,
develop, and design professional learning opportunities. Planning professional learning
opportunities is not easy, but the results are well worth all of the stress and headaches that come
with preparing to teach your peers. Feedback, evaluation, and reflection is important to your
success as a leader. You have to be flexible and no that it is ok to bend, but never break. You
have to be willing to take criticism and advice in order to make the services you provide as a
leader in your building better. Make sure you always remember that everyone is fighting a battle,
so it is important to be kind always.


Creighton, T. (2003). The principal as technology leader. Thousand Oaks, California: Corwin
Press, Inc.
Doering, A. & Roblyer, M. (2013). Integrating educational technology into teaching. Upper
Saddle River, New Jersey: Pearson
Knight, J. (2007). Instructional coaching. Thousand Oaks, California: Corwin Press.