Rachel

Thrun
Activity 2.0
Sept. 12, 2017

There are three (3) parts to this project:

• Creation of an Innovation Configuration Checklist

• Creation of a Stages of Concern (SoC) Interview

• Creation of a Levels of Use Interview

Part 1: Create an Innovation Configuration Checklist

Create an Innovation Configuration Checklist for the innovation that you've chosen for this project.

Follow the procedure for developing an innovation configuration list as described in the course content
materials.

Part 2: Stages of Concern information interview

Create either: 1) face-to-face SoC interview questions; OR 2) an open-ended statement/question

interview.

Part 3: Determine the Level of Use of the Innovation

Create an interview about the level of use of the innovation.

Part 1: Innovation Configuration Checklist
Innovation: Video Lessons for reviewing a topic / Recording of Lesson for Flipped Classroom (Screen
Capturing)

I want to introduce this idea to my professional setting to help keep the student's who are absent up to
speed with content while they were gone and provide another tool for student's to use to review
content again at their own pace.
Component Optimal Acceptable Unacceptable
• Video imagery is of high • Video has images/movement • Images are blurry, and/or
definition and clarity. that is not perfectly clear, but distorted and unable to be
Video Image • Video image is not clear enough that viewers can seen.
Quality distorted when using follow along. • Many images/movement
(still and different devices. • Viewers can watch video on any are not within the screen
moving • All images are within the device and some image details dimensions.
pictures) screen dimensions. may be distorted, but does not
 Rachel Thrun
Activity 2.0
Sept. 12, 2017

affect viewers understanding
while watching.
• Audio is clear, and loud • Audio is able to be heard, • Audio does not play/work.
enough to hear without volume may have to be • Audio is too quiet/unclear
turning the volume all the adjusted. and can’t be heard even
Audio Quality way up. • Background noise is minimal with the volume turned all
• Background noise is not and not distracting. the way up.
existent. • Lots of background noise
making is distracting to the
viewer.
• Teacher records and posts • Teacher records and posts video • Teacher says they will
Recording video for each topic for a few topics when he/she record and post a video for
Lessons-Levels covered in class regardless sees student’s need a refresher students but does not do so.
of Use if student’s need more or when a student asks.
practice/a refresher about
the topic.
• One topic is covered for the • 2-3 different topics discussed • More than 4 different topics
duration of the video. within the video. are discussed throughout
Topic (content) • Directly aligned to in class • Aligned to in class learning the video.
of Video learning activities. activities. • Content is disorganized and
• Content is delivered in an • Content delivery is organized hard to follow along.
engaging and organized easy to follow along.
manner making it easy to
follow along.
• Videos are available to • Videos are available to students • Videos are never made
Video students on the first day the within 2-4 days of when the available to students
Availability topic is introduced in the topic was first introduced.
classroom.
• Every student is able to • Every student is able to open, • Student is not able to access
Video open, load, and view the load, and view the video on at the video.
Accessibility video on multiple devices. least one device.

• Video is embedded within a • Video is attached as a file and • Video does not load, or
website or uploaded to a can be played using a variety of work on any video playback
Video File site and can be played back video players. File size is program.
on any computer. File size is average.
small and loads video
quickly.
• Content is delivered in an • Content is simply delivered to • Content is unorganized and
engaging manner—students provide information. Student’s hard to follow along.
Content are to interact with the simply watch and listen.
Delivery video through embedded
questions or accompanying
guided/practice handout.
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Activity 2.0
Sept. 12, 2017

• Video is 5-10 minutes long • Video is 1-5 minutes long • Video is less than a minute
Video Duration long.




Part 2: Stages of Concern Information Interview
Innovation: Google Classroom

Face-to-Face Interview Questions:

1. How do you set up your “class” in Google Classroom?
a. The response to this question will provide information in regards to Stage 3,
Management. From this response I would be able to assess if the teacher is organizing
their classroom so that it’s user-friendly for both the student an parent.

2. Do you find Google Classroom to be beneficial to you, your students, and parents? Follow up
questions: Why is it beneficial or why do not think it’s not beneficial? Do you only use Google
Classroom or do you know/prefer a different learning management system?
a. This will provide information for stage 6, refocusing. Based on responses, technology
leaders, and administration may consider alternative learning management systems or
look into ways to enhance the innovation of Google Classroom.

3. Do you discuss the features of Google Classroom with your co-workers/team?
Follow up questions: Have you learned something new from any of your co-workers? Have you
taught them anything? Is there something you all are still confused about/want to know more
about?
a. This question will allow the evaluator to assess stage 5: collaboration as well as stage 4:
consequence, to see how the teachers are working together to utilize Google Classroom.
From this question, I’d be able to respond with positive feedback, suggest that they
share their Google Classroom skills with others or guide them to discuss the ways others
are using Google Classroom.

4. What are your thoughts on Google Classroom? Do you like it? Is it useful? Does it help the
students/parents stay organized? Do you know enough about it?
a. These series of questions will assess stages 0-2. Based on the responses, the evaluator
would be able to gauge the teacher’s awareness of the program, how much they know
about it, and what else they may need more training on or information about.








Rachel Thrun
Activity 2.0
Sept. 12, 2017


Part 3: Determine the Level of Use of the Innovation
Innovation: Google Classroom

Interview Questions:
*Question number 1 will determine the interview path/questioning as well as the number of individuals
that fall within each level. This question will quickly define who has used Google Classroom before and
who has not.

1. On a scale of 1-10, how much do you know about Google Classroom?
1= I don’t know what Google Classroom is
2= I’ve heard the term Google Classroom
3=I’ve heard about Google Classroom and know that it’s a learning management system
and/or I’ve seen a Google Classroom “class” but have never set one up myself.
4= I’m familiar with Google Classroom and have used it before.
5=I’m a Google Classroom Pro and would be able to facilitate a training on how to use it.

2. If you rated yourself a 1-3:
a. What actions, if any, did you take to researching more about what Google Classroom is?
b. Was there are reason you did not look into learning more about Google Classroom?

3. If you rated yourself a 4-5:
a. How do you/did you use Google Classroom in your class setting before?
i. What do you mainly use Google Classroom for? How would you define it’s
purpose for your classroom? How often have you used it before or currently use
it?

b. How often did you and your students use Google Classroom?
i. Was there a routine established that both you and the students followed? What
was/is the routine?

c. Do you collaborate with your coworkers about the features of Google Classroom?
i. Have you changed the way you use Google Classroom based on how you’ve
seen or heard others use it?

d. Do you keep up to date/read or research the latest updates or features regarding
Google Classroom or do you wait until someone tells you about it?