CBAM Project

Concerns-Based Adoption Model applied to Integrating

Classroom Technology for Teachers

Part 1: Create an Innovation Configuration Checklist

Create and submit 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 (Module 8: Innovation
Configuration).
Part 1 should include the following:
 
Part IA:  A list and summarization of information sources
The Classroom Technology for Teachers project will focus on preparing K-12
classroom teachers to teach in one-to-one environments and will teach educators
to successfully use technology in the classroom. After interviewing 4 individuals
at a low socioeconomic school implementing a one-to-one environment, there
seems to be a disconnect between providing technology to students and
instructing teachers on how to best utilize technology. It is believed that teachers
who are unfamiliar with teaching with technology will use the student devices as
substitutes for Word Processing or use them to augment tasks. By providing
training on technology to use in the classroom, teachers can make the most of
their students’ devices, learning to modify and replace traditional tasks, engaging
and enhancing the way the students learn.
Instruction will be delivered through in-service workshops with multiple sessions
during which participants will be trained in the use of several applications. Course
content will cover the following components with introductions to each application
and how it can be utilized in the classroom.
 Instructional Delivery - Technology can be utilized in the classroom to
deliver content, assign coursework, and provide feedback to the students.
o Google Classroom
 Formative Assessment - Technology tools are excellent methods of
formative assessment.
o Kahoot
o Quizlet
 Summative Assessment - Applications can provide options for summative
assessment.
o Google Forms
o Socrative

ISLT 9475: Diffusion of Educational Innovations

Rachel Piland
Intended Audience of Training: These workshops will be geared toward
educators in grades K-12.

Individuals Interviewed: The individuals interviewed all work at a low

socioeconomic school district with 98% of students on free and reduced lunches.
I spoke with the kindergarten teacher, Ms. Joyce, the 5 th grade teacher, Ms.
Farmer, the high school English teacher, Ms. Cowart, and the technology director
(not formally trained), Mr. Reynolds.

Part IB:  Drafts of the IC Checklist

Innovation Configuration Checklist

Innovation: Integrating Technology in the 1 to 1 Classroom
Component Optimal Acceptable Unacceptable
Questions
Student
Participation
Assessments
Expectations

Innovation Configuration Checklist

Innovation: Integrating Technology in the 1 to 1 Classroom
Component Proficient Transitional Emerging

Part IC: Final Checklist

Innovation Configuration Checklist
Innovation: Integrating Technology in the 1 to 1 Classroom
Component Distinguished Proficient Basic
The teacher has The teacher gives The teacher has The teacher’s
rules and students input into clear guidelines for expectation of
expectations for classroom appropriate use of technology use is
productive technology rules. technology in the stated.
classroom. Lessons
technology use in
leverage the
the classroom technology
ISLT 9475: Diffusion of Educational Innovations
Rachel Piland
 available, reducing
inappropriate use.
The teacher The teacher The teacher can The teacher can
arranges the arranges the move around the easily view the
technology in the classroom for room easily, view screens of
classroom for flexible movement, the technology, and classroom
group collaboration, interact with technologies that
ease of monitoring
and independent students face-to- are permanently
and flexible use. work with face. Classroom installed.
technology. rules enable the
teacher to view
personal
technologies
(laptops, tablets,
cell phones).
The teacher The teacher The teacher The teacher allows
encourages requires students to encourages students to use
students to use use online students to use online resources
online resources resources and asks online resources without providing
for student self- and helps build guidance on
to answer
reflection on the online research effective searching
questions and efficacy of their skills, resulting in and evaluation
explore concepts research. quality information techniques.
during class and obtained.
teaches search
and information
evaluation
strategies.
The teacher gives The teacher The teacher The teacher allows
students alternate regularly uses occasionally uses students to e-mail or
means of technology tools student response post comments and
discussion and during class to systems, online questions related to
stimulate discussion polls, back-channel classroom content
asking questions
and feedback and tools, and other from outside class.
using technologies encourages technology tools
to bring out the students to use during class to
ideas of all these tools in stimulate discussion
students. presentations to the and feedback.
class.
The teacher uses The teacher uses a The teacher uses The teacher uses
technologies such range of the interactive technologies to
as interactive technologies to whiteboard in ways passively
whiteboards, engage students by that engage disseminate
asking for student students, including information, to ask
student response
responses and student use of the low-level questions,
systems, and differentiated self- board, gaming to practice only low-
computer games directed activities. applications, actions level skills or for
to engage based on student rewards.
students. responses, and
polling.
ISLT 9475: Diffusion of Educational Innovations
Rachel Piland
The teacher uses The teacher asks The teacher asks The teacher asks
technology in students to use students to use students to use
ways that make technology to technology to technology to
students complete complete complete some
assignments, assignments that assignments.
productive and
investigate new ask for problem
meet the means of using solving and
instructional goals technology to meet creativity on a
of the lesson. class requirements, regular basis.
and to share those
uses with the
teacher and class.
The teacher The teacher uses The teacher is a The teacher
participates in technology to build self-directed learner participates in
both organized a network of who participates in assigned learning
and personal colleagues for learning opportunities.
acquisition and opportunities that
learning
sharing of current align with personal,
opportunities information about building, and district
online. best teaching initiatives.
practices.

Part 2: Data Collection using Innovation Configuration Checklist

Use the Innovation Configuration checklist that you developed
for Part I of the project to collect data about the actual use of an
innovation. Data collection must include at least two interviews and
one observation OR one interview and two observations. 
Write up a brief report of the results of your data collection. See the
end of this page for an example of the Part 2 write-up.

Types of What do we need to know? Why do we need to know this?

Information

Optimals Do you believe the district This lays the groundwork for determining
uses standards based whether a district is currently providing the
technology objectives that best practice methods of ensuring technology
are aligned with the core is being correctly and consistently used in
curriculum? their classrooms.
Does the district have a
specific method to determine
the level of technology
integration in the classroom?

Actuals Do students in your district or These questions intend to gather information

ISLT 9475: Diffusion of Educational Innovations
Rachel Piland
 school have opportunities to
utilize technology to acquire
and demonstrate knowledge
in the curricular areas?
Based on your experience
and observations, how would
you rate the teachers'
technology proficiency in
your district or school?
about what is really happening at the grass
root level in the classroom.  If the students
have no access to technology, the need for
training would be mute.  If the students and
teachers are regularly using technology, the
training focus may need to be on more
advanced forms of technological interaction.

Determining Does your district or school
Causes have adequate technology
resources available to
students?
Does your district or school
have adequate funding to
support the integration of
technology in the classroom?
If a district does not have the financial
resource or the building infrastructures to
support technology, the need to develop
training to support those initiatives would be
premature, as without adequate funding,
technology cannot exist in the schools.

Feelings Do you believe that it is If the district teachers, leaders and parents do
important for today's not believe it is important to for student to
students to learn to use learn to use technology skills, there will be no
technology and be able to need to develop teacher training modules.
apply it to demonstrate their
knowledge and skill
acquisition?

Possible Does your district or school
Solutions provide instructional support
and or training for their
teachers in the integration of
technology in the classroom?
This is the most important question as it
relates to the scope of this training module.  If
training is not currently provided and all the
other factors point to a strong support for
technology integration, this provides the basis
for the development of this training module
for teachers.

The survey is designed to allow me to examine the interest level of the

specific stakeholders in classroom technology integration and then to assess
whether they are currently utilizing technology resource in their classrooms. In
addition, questions are included the would help make the determination as to
whether the district has adequate infrastructure to support the technology and
sufficient resources within the district budget or community to be able to give
students access to the technological tools they would need in order to use the
methods for which this teacher training module is designed. The data gathered
from this tool will give the instructors important information about what to teach
and how to teach it. The results of this evaluation will provide input that will help
determine whether the instruction will need to be at a basic level or whether it
ISLT 9475: Diffusion of Educational Innovations
Rachel Piland
can be more advances. It will help the instructors decide whether it is best to
focus on large group instruction or whether it would be best to break the learners
into smaller groups with more similar skill levels. The data will also indicate the
motivational level of the learners and what instructional strategies and methods
may be best suited for this training.

Part 3: Stages of Concern information interview

Conduct either: 1) face-to-face SoC interviews with at least two users
of the innovation; OR 2) an open-ended statement/question
procedure with at least one group of users of the innovation.  
Summarize (in one to two paragraphs) the concerns expressed by
the interviewees or group. Relate their concerns to the stages of
concerns.  
The main concern in utilizing technology for the teachers I interviewed is the fact
that they have to learn more about technology for the students to be successful
in the one-to-one environment.
Part 4:  Determine the Level of Use of the Innovation
Conduct an interview with at least one person about his/her level of
use of the innovation.  Summarize his or her responses in 1-2
paragraphs, and in a final paragraph, relate the interviewee's
responses about level of use to the Decision Points outlined in the
Levels of Use (figure 4.1 in “Levels of Use” content page) 

ISLT 9475: Diffusion of Educational Innovations

Rachel Piland