Running Head: TECHNOLOGY PLANNING PAPER 1

Technology Planning Paper

Shawn Turner

Loyola University, Maryland

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Technology Planning Paper

Analysis of the Current Situation

Rogers’ Perceived Attributes

The innovation that I would like to introduce at my high school is the utilization of flat-

screen televisions in the classroom, in place of the digital projection system. Everett Rogers

outlines five perceived attributes of innovation that explains how this innovation will adopted by

my school: relative advantage, compatibility, complexity, trialability, and observability.

Relative advantage is “the degree to which an innovation is perceived as better than the

idea it supersedes,” (Rogers, 2003). Currently, classrooms are stocked with digital projectors that

project onto the whiteboard, a projection screen, or a SMART board. The digital projectors’

models range in novelty and updated features and technology, while the SMART boards that

remain on campus are no longer manufactured by SMART technologies. Offering flat-screen

televisions in the classroom would offer uniformity, practicality, and efficiency.

Compatibility is “the degree to which an innovation is perceived as being consistent with

the existing values, past experiences, and needs of potential adopters,” (Rogers, 2003). Providing

classrooms with a uniform technology allows for instruction in using the technology to be

consistent and uniform. While the uses of the technology would range by subject, each classroom

would have access to an up-to-date projection system – the flat-screen television. The flat-screen

television projects just as a projector does, but, without the complexities of installation,

functionality, and placement.

Complexity is “the degree to which an innovation is perceived as difficult to understand

and use,” (Rogers, 2003). Because televisions are common in the home, installation, adjustment,

and functionality would be familiar. Flat-screen television can be placed on a stand or mounted
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in the location accessible for its viewers. Unlike to a projection system, which hangs from the

ceiling or is adjusted on a stand, relying on bulbs and settings-adjustment, a flat-screen television

allows for a more familiar and practical installation and function.

Trialability is “the degree to which an innovation may be experimented with a limited

basis” (Rogers, 2003). The technology-department allows for the testing of innovations. Because

there are four classrooms with SMART boards in them, replacing one SMART board with a flat-

screen television, allows a willing teacher to see if the functionality and practicality of flat-screen

televisions impacts their instruction and utilization of the technology.

Observability is “the degree to which the results of an innovation are visible to others,”

(Rogers, 2003). While there is no formal report that will show the flat-screen televisions are

more beneficial than projection systems and SMART boards, students, teachers, and members of

the technology team would see the positive results of the innovation: easier functionality, easier

accessibility, and fewer maintenance requests.

Ely’s Conditions of Change

In order to implement this innovation, Donald Ely provides eight conditions for

technological change: dissatisfaction with the status quo, knowledge and skills exist, resources

are available, time is available, rewards or incentives exist for participants, participation is

expected and encouraged, commitment by those who are involved, and leadership is evident.

Frustration and dissatisfaction are common within schools. There will always be

dissenters and people who are not happy with the way things are implemented. However,

sometimes dissent provides an opportunity for growth and positive change. Because there is a

strong push from administration to incorporate technology in the classroom, the incentive for

innovation is present.
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Currently, each classroom is stocked with an Apple TV, as the institution is one-to-one

with the Apple iPad. Additionally, each classroom contains a Microsoft desktop, DVD-VCR

system, and a sound system. All of those devices are to be connected to the projection system;

however, compatibility and functionality is compromised, dependent on the model of the

projection system. As bulbs die and projectors fail, the technology team replaces the bulbs and

even the projectors, whose prices exceed $800.

Dissatisfaction by teachers with the lack of function and constant inability to implement

the technology, dissatisfaction by students with the same instruction, due to limited technology,

and dissatisfaction by the technology team with the number of complaints and reports has offered

an opportunity for change and growth.

A change from a projection system and SMART board configuration to a flat-screen

configuration is not dramatic. Teachers – and even students – have become familiar with how to

operate the projector and SMART board, at least on a basic level; therefore, using a television,

which is commonplace in the household will not constitute a learning-curve. This allows

instruction to be geared towards utilizing the technology in conjunction with the flat-screen

television as a resource.

To install a flat-screen television, with a mount or a stand (or cart) would require the

uninstallation of the projection systems, which are mounted to the ceilings of each classroom.

Cables and connectors would have to be rewired to accommodate the flat-screen television.

While new software would not be necessary, the installation of the flat-screen televisions would

have to be agreed upon, as to not interfere with board space, but be within range for connection

to the desktop computers. Each summer, additional staff is hired to accommodate cleaning of

classrooms, moving of furniture, and even installation of technology. During this time – from
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June to early August, the innovation can be installed in time for the professional days in late

August, where faculty would be informed of the change and able to learn how to marry the

innovation with the Apple TV, the desktop, DVD-VCR system, and the sound system.

Because the innovation replaces a tool in the classroom, which is often used, participation

and a commitment from teachers would flow. Similarly, the technology team would, in place of

the projection system, assume responsibility for the maintenance and upkeep of the flat-screen

televisions. In the initial years of implementation, feedback could be conducted by the dean of

faculty, dean of studies, and director of technology as the technology is closely observed for

efficiency.

Many of the conditions for change are met to justify the implementation of the new

innovation: a flat-screen television is each classroom. We are in a position, as an institution,

where the execution of the innovation is left to a simple “green light” from the administration. Of

the conditions, we will need to focus most on the resources and time available for the change.

Allowing approximately five teachers, from various subjects, to demonstration the innovation

would be important before the execution of the innovation schoolwide. Because Apple TVs and

the one-to-one device policy support the need for an innovation that is more responsive and

practical in the classroom in order to utilize many of the options and opportunities offered by the

existing technology.

ACOT Model

The Apple Classrooms of Technology, ACOT, model examines the outcomes as a result

of “teachers and students hav[ing] constant access to technology,” (Dwyer et al., 1992).

Currently, my school is at Stage 3 – Adaptation. Because of the one-to-one program with the

Apple iPads, teachers and students are expected to use those devices for instruction, completion
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of assignments, and, to some extent, assessment. We, in this stage, have not yet created

assignments that are differentiated for each learner. Many teachers still use direct instruction, at

the board, via PowerPoint, or handout as the default means of instructing students. Recently, a

commitment was formed to evaluate digital citizenship and the benefit of having iPads in the

classroom, as technology is still not being viewed as a resource, but as an end-all/be-all tool.

This innovation of installing flat-screen televisions in place of the projection system

could evolve our phase of technology integration to Stage 4 – Appropriation. ACOT notes that

actual change occurs at Stage 4, where technology is being used as a resource and the instruction

and the dynamic of the classroom is altered because of technology. With the installation of the

flat-screen televisions, in conjunction with the one-to-one program with Apple iPad and the

access to the Apple TV in each classroom, instructors call adjust instruction to allow for remote

projection that is seamless, offering opportunities for collaboration and discussion. Currently,

there is a restriction to the seamless nature of projection with projectors and SMART boards,

which leads to an unwillingness to use that technology. The flat-screen televisions would allow

for, in most cases, an automatic detection of remote projection, allowing for a seamless flow of

conversation and instruction. In this way, the technology becomes a resource for furthering

instruction rather than a tool in place of instruction. In fact, with this innovation of a flat-screen

television, the institution can begin envisioning newer technologies that allow for the evolution

to Stage 5 – Innovation, at which place learning is student-directed and technology is an integral

part of learning and curriculum.

The dean of faculty, dean of studies, and director of technology were verbally asked to

identify the stage of ACOT they felt either the school fell. Each individual was given a sheet that
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outlined the five stages and a blurb explaining what each stage would entail. The following

ratings are:

• Dean of Faculty – Stage 3: Adaptation. He noted that “faculty and students are

using technology, but in a limited fashion where it still looks similar to traditional

instruction, but with an iPad. There is definitely room for growth amongst our

colleagues,” (Peace, personal communication, November 20, 2019).

• Dean of Studies – Stage 4: Appropriation. He noted that “individuals are really

changing the way that they teach because of the iPads. I have noticed teachers

using Google Docs and Google Classroom as a means of instruction and

assessment,” (McDivitt, personal communication, November 20, 2019).

• Director of Technology – Stages 2-3: Adoption and Adaptation. He noted that “[it

is] a little of both. I think that you have some people who are still stuck in the old

way and you have some people who are trying to use technology and the

programs [we have] installed to changed how their classrooms look. It all comes

down to people who are used to the technology being willing to test it out and see

what works,” (Papa, personal communication, November 20, 2019).

Stakeholders

In order to begin with this innovation, permission must be granted from the president and

principal of the school. As a private, Catholic institution, we have a bit more autonomy to

implement changes and innovation, so long as the approval comes from administration and the

resources and feasibility are present. Once approval is given from the president and the principal

of the school, a conversation with the director of technology is necessary to propose a

demonstration, where the flat-screen television would be installed in a teacher’s classroom to see
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how it would all work together. I would be a demonstration teacher and offer other instructors,

who are willing to participation, to have a flat-screen television installed in their classrooms, in

place of the projection system. Typically, our institution accommodates individual teachers with

the resources they need for their classrooms so long as they can show that that resource benefits

student learning. However, in order to implement that technology across campus, for all

classrooms, I would have to present my findings from the demonstration(s) to the dean of faculty

and the dean of studies. Once approval has been granted from them, a conversation with the

director of facilities and the director of technology has to be had to discuss when and how to

uninstall the projection systems, which flat-screen televisions are to be purchased, and who

would assist in the school-wide installation of the flat-screen televisions.

Within this project, the stakeholders would be the administrators: president, CFO

principal, dean of faculty, dean of studies, director of technology, and director of facilities,

teachers, students, parents, and donors. Each group of stakeholders holds influence in whether

and how the innovation is implemented and what the next step would look like after the

innovation in implemented.

Regarding the administration, as mentioned above, they give the green light for whether

the innovation is implemented at all. Because the department heads and deans, alongside the

principal, CFO, and president, propose budgets and handles the money for the institution, it is

important they be considered stakeholders. Besides approval and execution, the administration,

in its role of leadership, would be responsible for communicating this innovation to the other

groups of stakeholders. Regarding students and teachers, the administration is responsible for

setting the expectations for curriculum and instruction. While teachers have autonomy, because

of the nature of the private school, there are minimum expectations for conducting business in
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the classroom. Those expectations are communicated, encouraged, and enforced by the

administration. The dean of faculty, principal, and president hold the expectations for the

students and teachers, while the directors of technology and facilities support those

administrators by maintaining the resources used to meet the expectations. The administrators

are also responsible for communicating this innovation to the parents and donors. These two

groups of stakeholders are responsible for funding the school; therefore, making sure that they

are aware of the benefits of the innovation allows for continued funding via scholarships, tuition,

and donations.

Regarding teachers, they, like students, will be interacting with the innovation more

intimately. This group of stakeholders will be responsible for reporting the successes and failures

of the innovation. In the same way that the projection system has been revealed to be ineffective,

primarily because of the reports and conversation of teachers, the same analysis can be offered

for the flat-screen televisions. Students, like their teachers, will also be interacting with the

innovation more intimately. Their perspective, however, will be more unique, as they also will

have direct communication with their parents. The dynamic between teachers and students is also

important to note. Teachers and students will inform each other’s’ interaction with the

innovation, finding new ways to utilize the flat-screen televisions with the Apple iPad and Apple

TV.

Parents and donors, although they will not be engaging with the innovation, have

influence because they are funders of the innovation. For parents, the primary focus is ensuring

their students have a quality educational experience. This means that the flat-screen televisions

must enhance the educational experience. Donors, on the other hand, are a part of a two-fold

perspective: 1 – advertising and 2 – sustainability. Marketing the innovation as a way to show

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that the institution is progressive and forward-thinking is important to an investor. In the same

way, ensuring that this move is not a waste of money will also be important. These two groups

will need to be informed using data and numbers, as they will not be able to see the innovation

unless there is an organized demonstration, like an observation or school-visit. This means that

the administration, teachers, and students must be invested and on-board with this innovation

because their praises and criticisms on the innovation informs the praises and criticisms of

parents and donors.

I have already spoken to the dean of faculty, dean of studies, and director of technology.

Administration’s participation as a stakeholder is dependent on my continued communication

with administration. I am fortunate that our institution is discussing and reflecting of the

positives and negatives of its technology program. Having instructed in a school with a flat-

screen television, I offer a unique perspective for my current school.

Much of my teacher-level conversation will start within the mathematics department as

we often share resources and ways of instructing with one another. Those conversations as a

department are too shared with the administrators, but also with the department chairs of other

departments. Those members communicate to teachers in their departments regularly, which

provides an opportunity for consistent involvement in the planning and implementation of this

innovation.

Regarding students, I have access to my student-population; the students who I teach and

moderate. Each quarter, I perform course evaluations, observing classroom practices, instruction,

policy, and technology. Students, in classroom, as I demonstrate the flat-screen television can

offer their reflection and suggestions, which are submitted via a Google form.
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In gauging participation of parents, a monthly newsletter may be created for my

classroom, or, in order to ensure efficiency, I can submit my findings to principal to be included

in his monthly newsletter or the school paper to be included in their weekly segments and

postings. Donors, who are not often on campus would be informed by a visit to the academic

division of the board of directors, who have more frequent communication with donors. Ensuring

that I communicate with the board allows me to keep the donor-group of stakeholders informed

as their participation, like parents, in the implementation of the innovation is less tangible.

For Ely’s conditions of change to flow, the teacher-group of stakeholders must genuinely

be dissatisfied with the projection system. That dissatisfaction sparks administrators to begin

observing a replacement for that system. As previously noted, because conversation is already

happening within the administration and board of directors regarding ways to better incorporate

technology in instruction, the teachers are reflecting on how technology can better be

incorporated into their classrooms. In this way, there is incentive for participating in the

implementation of this innovation as participation is expected and encouraged the administration,

who is committed to leading this effort of evaluating our levels of incorporation of technology.

Students and teachers already understand the basics of using a television but have not seen how

flat-screen televisions can be useful in the classroom. The same applies for parents. The

administration must play a role in sharing how the flat-screen televisions would be implemented,

using my data gather from my demonstration of the technology. For all classrooms to feature this

technology, teachers and administration will coordinate ways in which the flat-screen technology

would be beneficial. In the same way that the one-to-one iPad program came to be because a

teacher had an idea, introduced it to administration, who gauged support from teachers, students,
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parents, and donors, this innovation’s momentum will be gathered started with the

administration.

Plan of Action

Vision and Mission

In the same way that the mission and vision of the institution provides the values for

which the school stands and how the school will evolve, the mission and vision for my

technology innovation will outline ‘problem’ the innovation seeks to address, but also the impact

of the innovation on learning. The mission shall seek to inform the present, as the vision shall

seek to inform the future.

Mission: As a Xavierian-sponsored school, Mount Saint Joseph High School seeks to

shape men who matter. As technology continues to define and shape the experiences of our

students, it is important that we prepare our students to meaningfully engage with technology,

both as a resource and as a tool to further their learning. Our program’s success is dependent

upon the support of parents, alumni, and donors, but also the implementation of technological

innovations by our faculty. Continuing to understand technology as a resource and tool for

learning allows our institution to foster a learning “environment in which all students can learn to

become educated, contributing citizens of the world,” (msjnet.edu).

Vision: Mount Saint Joseph High School celebrates its belief in fostering a learning

environment where learning is differentiated and personalized to each learner. In addition to a

diverse course-offerings by qualified faculty, our instruction seeks to challenge learners to think

critically and engage in their learning intimately. Each classroom will be redesigned to house

flat-screen televisions. As a one-to-one iPad institution, we must provide resources that support

each learner’s path to success. The flat-screen television configuration will allow for
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compatibility with the Apple TV system so that students and teachers can engage in conversation

around the content in their courses. Students will be able to share their knowledge by projecting

their notes, answers, presentations remotely via the Apple TV and the Apple Classroom suite.

We seek to promote and foster ownership of student-learning, and this technological innovation

will continue to allow our students to not only be consumers of knowledge, but also distributors

of knowledge as well.

Purpose

Flat-screen televisions seek to replace digital projectors and SMART boards. Projectors,

while they, after being mounted, provide a display of content on a computer or iPad, their

maintenance, practicality, and efficiency become compromised after years of usage. In addition

to replacing bulbs, the location of a projector requires mounting on the ceiling or all in order to

prevent the movement a cart for each usage. While SMART Technologies has made strides to

perfect their devices, our institution only houses a handful as they have made the switch to

projectors on projection screens or boards.

The flat-screen television will accompany the Apple TV and the offer the opportunity for

other technologies in the classroom. Currently, the projectors are not the same model or year,

which means that HDMI, RCA, and VGA convertors have to be used to provide video from the

desktop computers and Apple TV. Many do not support the resolution of the newer Apple TV,

which results in a smaller or distorted image. A flat-screen television, because it is developed for

a broader audience contains features that support many of the goals within a classroom. Modern

flat-screen televisions contain HDMI, RCA, and VGA ports, which are directly behind the

screen. Using a swivel mount, the television can be adjusted for the viewer in the classroom.

Many televisions are now ‘smart,’ meaning that contain content for internet browsing, separate
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from the connected device and possess features like ‘automatic detection’ that changes the input

dependent on which is used. In a classroom, flat-screen television can support the connection of

cable-television for learning purposed or extracurricular activities, but also allow for less

maintenance after installation.

The innovation would allow for teachers and students to engage with the Apple

Classroom software, especially the feature of screen sharing in a seamless manner. As an

instructor who uses the technology, I find it time-consuming to change inputs and adjust the

configuration settings for each input device. In addition to the projector’s connection, I have a

recreational television in the back of my classroom and with a click of a button, the display picks

up the input. The display is placed on a time to turn off after not being used and it is user-

friendly, as the buttons are easily assessible on its side and via the remote – the one provided by

the manufacturer of the television or the input device.

Issues

A flat-screen television does not sound practical in a classroom. They pose a threat to

being easily damaged because there is a screen that can be hit following horseplay or lack of

care. Unlike a projection screen that can be wet or even torn without the costly repairs, the flat-

screen television seems like a waste of money. I argue, to that point, that the desktop in the

classroom or a piece of art in the classroom are easily vulnerable to the same demise. The

maintenance of the television, therefore, is aligned with classroom management and proper

documentation and security of warranty-agreements.

While mounting and installation may be the most time-consuming and labor-intensive

factor of this innovation, I find that the drilling of a hole in the ceiling, fitting of a projector,

running of wires behind walls and in ceilings to have been more time-consuming and labor-
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intensive. Since that time and labor has already been spent on projectors, many may find the

installation of flat-screen televisions to be a waste. I argue, to that point, that once installed,

teachers and students have access to more possibilities in the classroom. No more pulling down

of screens. No more moving around of seating for a better view. A flat-screen television mounted

on the wall can allow for a swivel screen and access to content right in front of the teachers.

Pairing this innovation with the Apple Classroom suite, teachers are able to annotate right on

their iPads as they are projected onto the screen via the Apple TV. Why not put in time and labor

if it means for a more dynamic classroom that supports student learning?

Implementation

The people necessary to implement the innovation:

• Director of Facilities will coordinate where to mount the flat-screen televisions

and work alongside the technology team to uninstall the projectors and SMART

boards.

• Director of Technology will coordinate which flat-screen televisions to purchase,

install the wiring, and work alongside the technology team to uninstall the

projectors and SMART boards. The director of technology will also coordinate

how to use the flat-screen technology in conjunction with the Apple TV and

Apple Classroom suite.

• CFO and Principal will approve the purchase of the flat-screen televisions.

• iPad Evaluation Committee will present during the back-to-school professional

day best practices of utilizing the flat-screen television in the classroom.

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Timeline

Phase 1: Gain permission from the principal and dean of faculty. In order to move

forward with the innovation, it is important to see if it is okay to even consider the innovation

becoming a reality. Here I would develop a plan for how I would use the flat-screen television

alongside the Apple TV and Apple Classroom suite.

Phase 2: Talk with the Director of Technology and the Director of Facilities to see how

the design of my classroom would be altered. The Director of Technology would be the

purchaser of the television, while the Director of Facilities would be installer of the technology.

Phase 3: In the summer, the technology would be installed. I would be responsible for

designing curriculum that incorporates this innovation. Much of my lessons would be altered to

allow for student-led instruction and conversation-based learning in mathematics. Seating would

be adjusted support a conversation-driven math class, where it is not teacher-centered, but rather

learner-centered.

Phase 4: Teach. Over the course of the first semester, I will teach my courses, taking note

of the advantages and disadvantages of the new technology. At the same time, I am sharing my

findings with the Dean of Faculty and the mathematics department during department meetings.

Phase 5: Share. During a best-practices professional day, I will host a break-out session to

demonstrate the technology. I would, at this point, suggest to other teachers that the Director of

Technology would be happy with more teachers to demonstrate.

Phase 6: Begin surveys. At this point, with new teachers using the flat-screen televisions,

we begin surveying the need for change to teachers and students, while dialoguing with parents

and donors about the consideration of change.

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Phase 7: Begin implementation. The technology, after being surveyed and the change

being agreed upon by stakeholders, we begin implementing the change schoolwide.

Phase 8: Evaluation, Adjustment, and Reflection. As the flat-screen televisions are used

in the classroom, teachers, as a part of their classroom observations and evaluations can discuss

their successes and failures with the new innovation. Students can, semesterly, be placed in

random small groups to give their feedback. As feedback is taken, yearly, feasible adjustments

can be made. After a year or two of the innovation being status quo in the classroom, other

innovations can be applied.

Expected Outcomes and Assessment

Because our institution is tied to the one-to-one iPad program, we must find a way to

utilize the iPads effectively. As of now, the iPads are now being used as a resource, they are just

gloried web-browsers. In this way, the iPads are not seen as an essential tool in the classroom, as

some classrooms do not utilize them at all. To move to the appropriation stage, we must

incorporate the technology into instruction and the classroom life. The flat-screen televisions,

because of their commonplace nature in the teacher- and student-lives, their familiarity presents a

low-risk incorporation of the Apple TV and Apple Classroom suite in instruction.

The following outcomes help to shape evaluation:

1. iPads are being used at least twice a week in the classrooms.

2. Students and teachers are using the iPads to share content and information from

the iPad to the screen.

3. Each classroom has a set of classroom norms regarding technology in the

classroom.
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4. Teachers note, in candid conversation, that students ‘know when to and when not

to use their iPads.’

5. The number of reports for projection and connectivity have decreased by five to

ten percent, each year.

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References

Dwyer, D. C., Ringstaff, C., & Haymore Sandholtz, J. (n.d.). The Evolution of Teachers’

Instructional Beliefs and Practices in High-Access-to-Technology Classrooms First–Fourth Year

Findings. The Evolution of Teachers’ Instructional Beliefs and Practices in High-Access-to-

Technology Classrooms First–Fourth Year Findings. Apple Computer, Inc.

Ely, D. P. (1990). Conditions that Facilitate the Implementation of Educational Technology

Innovations. Journal of Research on Computing in Education, 23(2), 298–305. doi:

10.1080/08886504.1990.10781963

McDivitt, G. (2019, November 20). Personal interview.

Papa, M. (2019, November 20). Personal interview.

Peace, R. (2019, November 20). Personal interview.

Rogers, E. M. (2003). Diffusion of innovations. New York: Free Press.