Team Name

Team Awesome

Change Agents
Laura Carroll
Duane Harris
Lee Norfleet
Jesse Woodcock

School
Sand Hill Elementary

Innovation
QR Codes for Book Reviews

Intended Adopters
Teachers and students, grades K-5

Innovations
Rationale:
QR codes are an innovative way to get students interested in reading. Students can scan a QR code with their device and either hear or read a book report that has been
done by another student. This learner-centered approach will hopefully spark more interest in reading. Technology will also be used to allow students to publish their book
reviews which will further motivate students to read a book in order to write a new review.

Features of Innovation:
A QR code is a machine readable code consisting of a mixture of black and white squares, used for storing URLs or other information for reading by the camera of a
smartphone or tablet. This accessibility at the touch of a button promotes student engagement through utilization of interactive technology. Also, using student-generated
videos may increase peer interest and the enthusiasm of current readers can be shared with non-readers. The goal is to have more students interested in reading and share
their love of reading.

Five Attributes of the Innovation:

Relative Advantage- QR codes that link to an oral or written book review by another student offer a quick and inexpensive student-centered method of reviewing or
choosing books to read. The alternative to this would be to read the back cover of a book, and more students are apt to use the QR code to listen to a review created by
their peer than to read a review that is typically written by an unknown adult. This alternative would lead to a quick rate of adoption.
Compatibility - Compatibility is the degree to which an innovation is perceived as consistent with the existing values,past experiences, and needs of potential adopters
(Rogers, 2003). Students of today were born into a technology saturated world. QR codes are very compatible to their present and past experiences. Sand Hill is already
purchasing chrome books and making improvements to the school that prove the stakeholders are in agreement that technology is a needed component in today's
educational setting.
Complexity - Most students today are digital natives and have a basic working knowledge of various types of hardware. The ability to pick up a device and take a picture
of a QR code will be a easy task for them to adopt. All devices with a camera have the ability to download a free QR reader, making this innovation easy to implement.
Even the least technology-experienced teachers typically know how to take a picture with their phone. However, those teachers who experience difficulty with the
procedures would require minimal training time. This innovation will be reliant on access to working devices, whether they are their own or property of the school. In
addition, due to the fact that the reviews will be stored online, this innovation will also be reliant on stable Internet access.
Trialabililty - Due to the inexpensive and very accessible nature of the QR code creators and readers, this innovation will be easy to "try out" or experiment with on a trial
basis.
Observability - This is an easily observed activity, as there will be students throughout the media center with their device in hand, scanning QR codes, reading or
listening to their peer's review of books. The effectiveness of this innovation can be evidenced by the number of times each review is accessed, a change in circulation of
the books with QR codes and reviews, and the number of reviews that are generated by students over time.

Research Questions and Surveys

Context
Description of the Selected School:
Sand Hill Elementary is one of the oldest schools in Carroll County. Sand Hill Elementary School serves the Pre-K through fifth grade students of the Villa Rica Cluster in the
Carroll County School District. Sand Hill Elementary was opened in 1841 with 11 students which is vastly different from the current enrollment of 711 students. This Title I
school is located 45 miles west of Atlanta, approximately 7 miles south of the Villa Rica exit off I20. Two years ago, SPLOST funds provided a complete renovation of the
main campus. Some of these renovations included the addition of a two story wing that contains the main office, media center with computer lab, and 20 new classrooms.
Every classroom on campus now contains a Promethean board, quad computers, and LCD projectors.This year, 35 Chromebooks were purchased, and the school plans to
purchase 60 more with Title I funds in the near future. These Chromebooks will allow greater access for students to use the internet for not only classroom instruction but for
the Georgia Milestone testing at the end of the year.

General Characteristics of Intended Adopters:

There are 50 certified teachers presently at Sand Hill. (T-4 (bachelors) 16 or 32%, T-5 (masters) 20 or 40%, and T-6 (specialists) 14 or 28%) There is a racial/ ethnic
mix comprised of Whites (70 %), Blacks (14%), Hispanics (9%), and Multiracial (7%). Currently, over 65% of the students participate in the federal free and reduced lunch
program. Students participate in a variety of educational programs including: regular education, special education (12%), ESOL (3%), EIP (28%), and gifted (4%).

Analysis
When first considering the implementation of QR codes for book reviews, we began by speaking with faculty and students at Sand Hill Elementary School. With current
student enrollment of 711 students, 2 administrators, and 50 certified teachers, we interviewed a selection of all three categories. By speaking with members from these
stakeholder groups, we were able to get a better understanding of past experiences, levels of ability with technology, and possible problems we might encounter.

Perceptions and Attitudes

Teachers: The overall perception and attitude concerning QR codes by teachers was that they have used QR codes for other things in the classroom, and they find them
easy to use. Most, but not all, teachers interviewed have read book reviews prior to reading the book. Those that have not used book reviews agreed that they would be
helpful in encouraging the students to read books especially if the book review was so easy to access.

Students: There was a mixed response from students. Some like to read for pleasure where others only read because it is required in their classes. The
response regarding book reviews was just as mixed as their responses regarding reading. Some were not interested in reading a book review prior to
reading the book, but would be interested in writing a book review for others to read. Others like the idea of having a "sneak peek" of the book before
reading it. The majority of students interviewed did not know what a QR code was, but were open to the idea of having the ability to use technology to
quickly access a book review on an electronic device.

Knowledge and Skill

Students: The students that were interviewed are digital natives and have a basic working knowledge of various types of hardware. All of them feel that they have the ability
to pick up a device and take a picture of a QR code. The students for the most part felt with ample training that learning to create a QR code and attach it to a book review
would be an easy task.

Teachers: Even the least technology-experienced teachers typically know how to take a picture with their phone. However, those teachers who
experience difficulty with the procedures would require minimal training time. After speaking with the teachers, they felt comfortable that this innovation
would be easily learned.

Concerns
The concerns of the students were very different from the concerns of the teachers. While students were more concerned with the lack of having a personal device, and the
innovation leading to more work, teachers were concerned about the chance that technology could possibly malfunction leading to student disruption.

Student Concern

Teacher Concern

Support Needs
Students and teachers were the main ones we interviewed about support needs. While most teachers have heard of QR codes and even used a scanner in their classroom,
none of them had ever actually created a QR code. Some initial training would be needed and could be provided by the media specialist. Student responses were more
varied. Responses ranged from the student not knowing what a QR code was to the student that has used them before. However, just like with the teacher responses, none
of the students interviewed had ever created a QR code. The students would have to be taught how to create the QR code either in class by teachers that have been trained
or by the media specialist in the media center. Also, support would need to be in place for students who do not bring their own electronic device to school. For those
students, the media center will have devices to loan to students without personal devices.

Barriers
After interviewing teachers and students, we concluded the main barriers would be lack of technology devices for every student and lack of time for some
teachers to receive the training they need to get started. Some teachers felt that this innovation would be used more by the older students in the school
and less by the younger students.

Enablers
Despite the barriers mentioned, our team feels that Sand Hill Elementary school has enablers that will help overcome the barriers. The media specialist is very well educated
in technology and is on board with the implementation of the innovation. Teachers could get the training they need in a faculty meeting in order to address the time issue
during instructional hours. The school has purchased mini iPads, and would allow the students without their own technology device to use these to scan QR codes in the
media center. QR codes that connect to book reviews could be an option than would enable this innovation to help students in all grade levels, and not just the older ones.

Social and Organizational Factors

Teachers: The teachers interviewed believed that their school and administration supported technology. At Sand Hill Elementary School, technology use is a goal which is
evident by the purchase of mini iPads. The media specialist is in complete support or the QR Codes for Quick Reviews innovation, and many of the teachers are spreading
the word to others.
Student: Overall, the students felt that their school supported technology use. However, they also mentioned that sometimes the computers move slowly. These students
grew up with technology, are very good at using it, and are excited to try innovations, like QR Codes for Quick Reviews.

Research Gathering Questions

Questions for QR Code Implementation and Research

Explanation of QR codes: They are an innovative way to get students interested in reading. Students can scan a QR code with their device and either hear or read a book report that has been done by
another student. This learner-centered approach will hopefully spark more interest in reading. On the other side, students will also use QR codes to publish their book reviews which will have students more motivated to write
the review.

Research Questions:
What are QR codes and how do they benefit your school and student population?
Why have you and your administration and school staff chooses to implement a new technology based strategy? Is there any reasons or push?
In choosing QR codes what has your school purchased to make this program a reality and fully functional? Do you have a place where students can record their reviews? Do they have a time in which they will be able
to use the equipment?
What research is being used to push the adoption of QR codes in your school?
How have your faculty or your administration responded to this new creative way to reach students through self-recorded reviews?
Have you talked or research this idea with any students to find out a student perspective and how they would use the QR codes?
Have you tested this idea and concept in a test group at your school to see if it would be successful or is this new system that you are trying without a test group and its data?
Would you want to incorporate scanning QR codes for book reviews into your time in the media center
Do you think your students are capable of using QR codes?
Do you think using QR codes would be interesting for your students

Teacher and Administration Survey

Have you read book reviews in the past? If so, did you find them to be helpful? If not, do you think that book reviews could be helpful?
Do you have a smart phone or tablet? If not, do you have access to a smart phone or tablet? If you do, do you have a QR reader installed?
Have you used QR codes before? If you have, do you find them to be easy to use? If not, do you think its something that you could use? Do you have a specific reason that you havent used them?
If book reviews are made available through QR codes, would you be likely to use them? If not, why? Would you be more inclined to use them if you knew that the reviews were created by Sand Hill students?

Student Survey (Grades 2-5)

Do you like to read books? If you do you like to read books what type do you like?
Do you read books on your own time?
Are the books you own choice or they required reading by your class and teacher?
Would you like to hear about a book before you read it?
Would you like to make a review for a classmate?
Do you have a smart phone or tablet?
Do you know what a QR code is?

Technology Integration Plan

Action Plan
Before proceeding with the intended innovation, the media specialist at Sand Hill Elementary will meet with the administration in order to gain approval for the innovation,
QR Codes for Quick Reviews. Once approval has been granted, the media specialist will proceed.
Sand Hill Elementary has a group called the Millionaire AR Club. This club consists of students who have read over a million words documented by the Accelerated Reader
program developed by Renaissance Learning. Since these students will have a working knowledge of a larger number of books for which they can create reviews, those who
are willing to participate will be selected to serve as our initial video review subjects. It will also be beneficial to the innovation if these students fall into the category of early
adopters (Rogers, 2003). Their already established love of reading will also hopefully translate well into their videos and encourage others to read.
Once the participants have been identified, they will choose a book for the video review that is deemed appropriate by the media committee. The media committee will
decide from this list of titles which books should be considered first. The media committee consists of a teacher representative from each grade level, including
administration, exploratory, special areas, and parents. Not every book can be QR coded, since the library at Sand Hill Elementary contains over 12,000 titles. Once the title
of the book is determined, the participant will proceed with the video book review. The book review should demonstrate to the viewer the, Who, What, When, Where, and
Why of the story. It should be fairly short, no longer than two minutes in length. Students from the Sand Hill Elementary broadcast club can video the participants until more
students become familiar with the video process. Mini iPads and/or camcorders can be used to record the book review. Movie Maker can be used to edit the video content
once the recording is completed.

Building connections with the administration and faculty is an important part of being a media specialist (Lamb, 2011). The media specialist will introduce to teachers,
administrators, and staff, the concept of QR codes to generate their interest and buy-in to the idea. A professional training will occur on one of the professional learning
weekly Wednesday sessions by the media specialist. A variety of Quick Reviews will already be established to demonstrate the effectiveness of using the QR Codes in the
library. During this professional learning, teachers could also suggest titles that may or may not be appropriate for their grade level.

It has been shown that displays can substantially increase book circulation (Camacho, Spackman, & Cluff, 2014), so a special QR Codes for Quick Reviews corner or area
of the media center will be created to attract attention to the books initially selected for the QR code innovation. This display will draw the attention of new readers that may
be unaware of such popular titles.

After the book with the QR code has been in this special area for a couple of weeks it will be rotated to its proper placement in the library to make room for another new QR

coded replacement. The patrons will understand by the end of the school year where the QR Codes for Quick Review area is located and how the books are rotated back
into circulation.
Lessons will initially be created for 4th and 5th grade students in an effort to promote self-efficacy with our adopters (Straub, 2009), then continuously updated to improve the
process of recording reviews. This will enable the media specialist to identify any process that may need adjusting before proceeding with younger students. As the 5th grade
transitions to middle school, the younger grades will be encouraged to continue the video book review process. By training other grade levels in the process, this will keep
the book review section of the library up to date year round.
As more students are introduced to QR Codes for Quick Reviews, it will generate additional interest and a desire from students to create their own reviews. With an
increase in the amount of book reviews, a rotation of titles will have to be implemented to allow more room on the shelf. The older book review will be replaced by another
new title, and the older book review will be placed back in its designated area on the shelf by the Dewey Decimal System, and its QR code will remain with the book.
Eventually more and more books will have QR codes throughout the library which will positively impact the entire collections circulation.

As the innovation proceeds, the media specialist will continue introductory lessons with students in grades K 3. At this time, processes should have received any necessary
adjustments so that the lessons are seamless and the media specialist is completely comfortable answering and addressing all questions. Also, by this time, the
administration, teachers, staff, and students will be completely aware of this new system. Teachers can encourage their students to write a book review and enter it into a
lottery system from which the media committee will select new books to replace the ones that have been on display during the previous month.
As the popularity increases, to prevent discontinuance and regenerate interest over time, the display will need to be refreshed with titles with new QR codes and reviews
(Rogers, 2003). The initial intent is to do so on a monthly basis, but the frequency can be determined by the media specialist and committee.
In order to to determine the effectiveness of QR Codes for Quick Reviews, a survey will be conducted at the end of the school year. If the survey proves it to be successful,
then the book review process will continue into the following school year. Surveys will be conducted separately for the students, teachers, staff and administration.

Summary Table
Action Steps / Strategies

Rationale

Key Actors

Meet with

Obtain approval for diffusion of innovation

Media specialist and leadership

Resources

Timeline

Identify avid 5th grade readers

who are willing to participate

These students will have a working knowledge of a larger

number of books for which they can create reviews. Their already

Media specialist and 5th grade students

and teachers

Circulation History, Renaissance

Learning program data

January- 1
Week

and create initial video book reviews

established love of reading will also hopefully translate well into their

Create initial video book reviews

Because these are the oldest students in the school, they are

Media specialist and identified 5th

Mini iPads or camcorders for recording,

January- 2

with 5th grade participants

likely to have a better working knowledge to utilize tablets for

grade students

uploading and creating QR Codes,

Weeks

January - 1

administration / leadership

Day

videos and encourage others to read.

3

Movie Maker software

recording, uploading and creating QR codes.

4

Conduct a PD session to

This time will be used to introduce teachers, administrators and staff

introduce QR Codes for

to the concept and generate their interest and buy-in.

Media specialist, faculty and staff

QR codes and reviews already created, equipment for February-1 Day

presentation

Quick Reviews to the faculty

and staff
5

Create a display of books for

By creating a special display, this will draw special attention to the

which there are video reviews

books and QR codes.

Media specialist

Display area, books, and printed QR codes

February-1
Week

with their QR codes

6

Conduct initial lessons with

By beginning with the older classes, the media specialist will be

Media specialist and 4th and 5th grade

Mini iPads for scanning QR codes

4th and 5th grade classes to

able to identify any processes that may need adjusting before

classes

and watching video reviews

Week

introduce utilizing posted QR codes

proceeding with younger students.

Continue to allow students to

As more students are introduced to the QR code reviews, hopefully

Media specialist and students

Mini iPads or camcorders for recording,

Ongoing

create and post video book reviews, and incorporate

it will generate additional interest and a desire from students to

new titles into the display

create their own reviews.

uploading and creating QR Codes, display area, books,

and printed QR codes

Continue introductory lessons with K 3rd grade

At this time, processes should have received any necessary

Media specialist and K - 3rd grade

Mini iPads for scanning QR

students

adjustments so that the lessons are seamless and the media

classes

codes and watching video reviews

Display to be refreshed

In an effort to regenerate interest over time, the display will need to be refreshed with

March2 Weeks

specialist is completely comfortable answering and addressing all questions.

9

February-1

Media Specialist

Ongoing

titles with new QR codes and reviews.

10

Conduct survey

Survey to assess stakeholder

Media Specialist and all stakeholders

May1 Week

References
Camacho, L., Spackman, A., & Cluff, D. (2014). Face Out: The Effect of Book Displays on Collection Usage. Journal Of Business & Finance Librarianship, 19(2), 114-124.
doi:10.1080/08963568.2014.883874
Lamb, A. (2011). Bursting with Potential: Mixing a Media Specialist's Palette. Techtrends: Linking Research & Practice To Improve Learning, 55(4), 27-36.
Rogers, E. M. (2003). Diffusion of Innovations (5th Ed.) New York, NY: Free Press.
Straub, E. T. (2009). Understanding technology adoption: Theory and future directions for informal learning. Review of Educational Research, 79(2), 625-649.