Running Head: VIRTUAL PLANNING

Virtual Learning Pandemic Planning

Summer Semester 2020

Team Name: The Virtual Learning Explorers

Change Agents: Talia Waller, Katherine Scoville, Nick Stephens
Client: Morgan County Middle School
Innovation: Virtual Learning Pandemic Planning
Intended Adopters: Parents/Guardians, Students, Teachers, Administrators

Abstract

The Virtual Learning Pandemic Plan was created to address the need for a smooth

transition to virtual learning at home should there be an immediate closure of school buildings

due to an emergency. In this plan, we address the needs and concerns of our adopters
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(administrators, teachers, students, and parents/guardians), who were surveyed in preparation

of this plan. Steps to implement a hybrid school environment where technology becomes a part

of everyday learning were created, as well as steps to address technology knowledge, access

to technology, and accommodations for students with disabilities. Sustainability of this plan will

be carried out by yearly review that is included as a part of the Continuous School Improvement

(CSI) plan.

1a. Innovation

In this section, we present an overview of the innovation we are proposing for our

project. We define the innovation, we explain what advantages it may bring to the context, and

we note its five attributes in terms of Rogers’ (1995) Diffusion of Innovations change model.

Definition and General Features of the Innovation

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Virtual Learning Pandemic Planning is a detailed plan of action designed to provide

stakeholders, teachers, students, and parents with guidance on how to proceed with an

academic school year virtually if a global pandemic, or other emergency requiring the closure of

schools, occurs.

Costs that are associated with this innovation are for personal hotspots for students who

do not have access to the internet, as well as making sure every student and faculty has access

to a device.

It requires the following hardware infrastructure:

● Chromebook devices (personal devices are provided by the school).

● Personal hotspots for students who may not have access to the internet.

It requires the following software infrastructure such as:

● Google Classroom

● Canvas

Rationale

In March of 2020, many school districts across the country were faced with immediate

closure due to the COVID-19 pandemic. With these closures, administrators and teachers were

faced with instant transformation of the learning environment without having any prior

knowledge or preparation of such an event, and parents were faced with supporting their

students at home.

The purpose for this innovation is to work and collaborate with the stakeholders and

teachers to provide a plan for effectively implementing instruction to students in the event of an

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extended emergency school closure. By constructing and providing a well developed plan for

virtual learning that all stakeholders, teachers, students, and parents are familiar with, the

transitioning process from the traditional classroom setting to a digital setting will be smoother,

with a smaller chance of loss of instructional time. In fact, studies show that effective and well-

planned implementation of digital learning can increase the student’s academic success

(Ozerbas, 2016).

Five Attributes of the Innovation

The implementation of a plan for virtual learning will take time to get used to. However,

many people involved will need to take action to ensure that they are up to pace with the digital

setting. Like other innovations diffusion will take time, but these adjustments are necessary for

today's world. Listed below are five attributes that will help explain the virtual learning plan.

These attributes include: relative advantage, compatibility, complexity, trialability, and

observability. All of these attributes will help determine the rate at which the plan will be adopted

by its users.

Relative advantage. The relative advantage of the virtual plan is clear. Convenience is

the most important advantage of virtual learning. Technology in today’s world is all around us,

and we can take full advantage of the amount of information we consume. In many ways, the

virtual classroom can supersede the physical classroom.

Compatibility. The compatibility of our plan goes hand in hand with the use of

technology. Every resource we use in the classroom can be found online with plenty of great

examples to reinforce concepts. Many programs now are being built to be user friendly which

will help many students, teachers, and even parents feel more comfortable being in a virtual

environment.

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Complexity. The complexity of our plan depends on the user. The idea is for everyone

to be able to use our plan effectively. However, there are many who still struggle with

technology no matter how it is being used. Our hope for this plan to make it simple and user

friendly so that even the most inexperienced student, teacher or parent is capable of adapting to

the virtual classroom. By making a user friendly plan, the users should be able to adapt to our

plan more swiftly.

Trialability. The trialability is one attribute that is being used on a daily basis by all

teachers. Many teachers are already using many advantageous programs for their students.

These students have already been introduced to the programs and internet tools that they will

need in order to be successful. By allowing the students to trial these options in the classroom

they will be better acquainted to using them in the virtual setting without the physical presence

of the teacher.

Observability. The observability of our plan is done by everyone involved. The great

thing about performing online instruction is that you get instant feedback on assignments. Many

of the lessons come with activities that teachers can quickly assess and provide constructive

and timely feedback for students and parents. Not only do teachers get instant data, but parents

and stakeholders can see results instead of waiting for physical copies to come home from

school.

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1b. Context

In this section, we present a clear description of our school, and the contextual factors

that make up the school. We also explain the characteristics that make up the intended

adopters for this innovation.

Description of the School or Organization

Morgan County Middle School is located in Madison, Georgia. Madison County is a

county located in the northeastern part of the U.S. state of Georgia. The current student

enrollment at Morgan County Middle School is 744 students, and there are 58 teachers

currently employed at this location. Fifty-two percent of students are male, and 48% of students

are female. The student-to-teacher ratio is 13:1. Forty percent of students at Morgan County

Middle School are currently receiving free lunch, and 3% of students are receiving lunch at a

reduced rate.

General Characteristics of the Intended Adopters

The intended adopters of this innovation are administrators, teachers, students, and

parents/guardians. Morgan County Middle School is made up of 58 teachers who have teaching

experience ranging from one year to 31 years in education. Seventy-eight percent of all

employees that are employed by Morgan County Middle School are certified in at least one or

more content subjects. Twenty-two percent of employees that are employed by Morgan County

School are classified employees who serve as student support and paraprofessionals.

The administration at Morgan County Middle School is made up of a principal and two

assistant principals. The principal has had three years of experience in the administrative

position at MCMS, as well as one of the assistant principals. The other assistant principal

currently has two years of experience in an administrative position. As an administrative team,

student preparation, parental involvement and transparency, and student academic growth are

some of the focuses that are a few of their top priorities when it comes to the student body and

academics.

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2. Analysis

In this section, we will describe the process used to collect information via interview on

adopter perceptions of the Virtual Learning Pandemic Plan. Each section will contain a

description of the results of these interviews.

Method and Sample

Our sample, that was used in our data collection survey, was constructed of several

teachers, administrators, parents, media specialists, paraprofessionals, and guardians. We felt

that it was important for us to acquire perspectives, thoughts and concerns with all stakeholders

and potential adopters of this plan. This process surveying all stakeholders would aid us in the

development of our overall Virtual Learning Pandemic Plan and support that is essential.

The survey method that was selected to obtain thoughts and concerns from our survey

pool was a Google Form. The form consisted of six long response questions that provided each

individual the opportunity to reflect and provide insight into their concerns regarding the Virtual

Learning Pandemic Plan.

Perceptions and Attitudes Toward Innovation

After analyzing the data from the survey, we found that many of the potential adopters

strongly felt the need for an instructional plan to be in place. This would eliminate the need to

sporadically develop a plan due to a global emergency or pandemic. At the beginning of our

current pandemic, many teachers, administrators, and board members were faced with the

challenge of developing criteria, instructional materials, and methods for instruction that would

meet the needs of parents and students in the community. By adopting a virtual learning plan,

school districts, staff members, parents and students will know what to expect and how

classroom instruction will proceed virtually, in the event of a national or global emergency.

Knowledge and Skills in Relation to the Innovation

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Knowledge and skills that are needed for adopters to be successful in this innovation are

basic computer skills, use of Google Classroom and Clever, the ability to be flexible, strategies

that will help students be successful learning online versus a traditional classroom setting, and

content knowledge. The interviews allowed us to see that many of the potential adopters and

stakeholders felt that one of the main concerns with the knowledge and skills that are required

for this innovation to work effectively was with the use of technology. Does everyone have the

knowledge that is needed to navigate and use the tools that are necessary. If not, what could be

done to help adopters acquire the necessary skills and knowledge that is needed. A few people

mentioned the need for training and tutorials that could be offered by the school to help bridge

the gap of knowledge that potential adopters may have towards technology and technology

integration, in a virtual learning environment.

Concerns about the Innovation

The interviews brought up a variety of concerns about the implementation of a Virtual

Learning Pandemic Plan. Most frequently mentioned was concerns about students and families

who would lack the needed resources (internet access, devices, etc.) to successfully implement

this type of learning at home. One potential adopter also mentioned that it will be important to

consider if students have access to their own device, or if they are having to share the device

with other family members.

Another concern mentioned was how to address the needs of our students with

disabilities and differentiation of instruction. Particular concerns were for students with attention

deficits, and maintaining their focus on devices that have a variety of distractions. Others

mentioned how to support students with learning disabilities with completion of work.

Less-frequently mentioned, but still important to address, were concerns of student

accountability and ownership of learning. It will be helpful to address classroom management

differences between in-person, and management in a virtual learning environment.

Adopters’ Support Needs

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As a part of the interview, potential adopters shared their support needs in order to

implement a Virtual Learning Pandemic Plan. Support needs for teachers included additional,

personalized training on Google Classroom and Clever, and pedagogical knowledge of the

difference of learning in-person versus online. Parents would also need training specifically for

supporting students at home with Google Classroom and Clever. Specifically for students,

adopters mentioned that they would need support in logging in, typing, and basic computer

skills.

Social and Organizational Factors

Some of the other factors that come with our innovation plan include students'

organizational skills. Many concerns were brought about because of students lacking the

necessary skills to remain on top of their studies especially at younger ages. This calls for more

support from parents or guardians at home to lend additional support. Additionally more

concerns were raised about students and teachers needing support with technology and

implementation.

Barriers to the Innovation

Many barriers present themselves during our implementation of our innovation. The

most prevalent barrier seems to be technology access or internet access for students. Many

students do not have access to reliable internet or a reliable technology device to use on a daily

basis. Another barrier would be support for students at home. Many students have working

parents who are not able to lend support at all times.

More barriers currently present themselves to the educators and administrators as well.

These include training and implementation on new practices. Many teachers would need to be

well versed in how to best provide lessons for their students. Additionally, there were concerns

about hosting Zoom or Team meetings for students. Would these have to be mandatory? What

if students were not able to make it to a meeting?

Enablers of the Innovation

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Enablers of the innovation could come from many different sides, whether at home or in

the school. Enablers could be the parents or guardians of the students at home. The parents or

guardians would need to provide enough support in order to help students adequately. There

were also cases of parents doing the work for the students which obviously defeats the purpose

of online learning.

Teachers could also be an enabler for this plan. They would need to be trained in new

areas to ensure that students' needs are being met virtually. Some teachers might need to

simply change their attitudes toward teaching virtually. Administrators and stakeholders could

help by providing support and resources for teachers and students. Without the proper guidance

during new plans like this one there can be many gaps missed opportunities for everyone.

Five Representative Quotes

Quote #1 - http://tinyurl.com/y7m5dc32

Quote #2 - http://tinyurl.com/y959xa7o

Quote #3 - http://tinyurl.com/yaa8zluv

Quote #4 - http://tinyurl.com/yatf2r85

Quote #5 - http://tinyurl.com/y8fe633f

Quote #6 - http://tinyurl.com/yctlkw3b

Quote #7 - http://tinyurl.com/y7uuc575

3. Technology Integration Plan

Summary of Problem the Proposed Innovation Will Solve

In the spring of 2020 education around the country was sent into a drastically different

direction. With COVID-19 halting all face to face instruction many schools were left scrambling

for solutions. This plan is being set in place to prepare for another disaster like the one

experienced last spring. By implementing this plan teachers, students, administrators, parents,

and other stakeholders will be better prepared for virtual learning.

Goal(s)

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The goal(s) for the current action plan is/are as follows:

(a) To prepare administrators and teachers to implement an effective online

learning experience.

(b) To prepare students for virtual learning and parents/guardians

strategies for support.

Step 1: Establish a Learning Platform or LMS

Action steps or strategies. The first step is to have everyone within the system using

the same platform for virtual learning. Everyone will need to be well versed in the general

aspects of the program. The team will use the platform to deliver lessons, hold interactive

discussions, and create online assessments.

Rationale. The most important aspect of this plan is to have a program that is easy to

use for everyone involved. Ever since technology has been around education has seemed to

shy away from integrating it fully into k-12 school systems. We must be able to extend beyond a

physical classroom to meet the demands of students. “As with other professionals, we expect

teachers to use technology in ways that extend and increase their effectiveness.” (Ertmer &

Ottenbreit-Leftwich, 2010, p. 257). Having a program that is user friendly will be beneficial to

everyone involved. It will also help ease the pain of figuring out how to use the technology and

instead focus on the learning.

Key actors and resources.

● Administrators

● Change Agent(s)

● Teachers

● Google Classroom

● Canvas

Timeline. Two Days

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Step 2: Content Planning and Development

Action steps or strategies. The second step is to focus on content. Teachers will be

responsible for creating content based on subject and grade level. Grade levels and subject

departments will meet to create lessons and activities relevant to content being taught in the

classrooms. Many items will only need to be transferred to an online format from what teachers

already have on file. However, this should only be the starting point for how the technology can

be used. Reigeluth and Duffy (2014) explain that how we perceive technology in education will

need to change for the type of transformational paradigm shift we need in education. Using the

SAMR model to address this change over time, teachers can begin with small comfortable

changes, then move to more dynamic changes that allow technology to be used to enhance

learning (Gura, 2018).

Rationale. This innovation will only be as good as the content that is created by the

teachers. Many will have to be creative to implement new ideas for virtual learning. Each lesson

will need to be uniquely designed to meet the needs of the students. According to An &

Reigeluth (2012), students need to effectively manage and use ever-increasing amounts of

information to solve complex problems.

Key actors and resources.

● Teachers

Timeline. 1 Week

Step 3: Technology Training and Development

Action steps or strategies. The purpose for this step is to make sure that a course of

action and a plan is established for teachers and staff to effectively utilize technology. At this

point the LMS has been selected, so the district’s technology specialists are able to provide

training and professional development for effective technology use in education. Training can be

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presented during the week of preplanning for teachers and throughout the year on Professional

Development work days. Ertmer and Ottenbreit-Leftwich (2010) confirms that when initiatives

that are presented during professional developments are similar to what teachers already think

and believe, as far as education and their curricular needs, teachers will be more likely and

willing to make changes (p. 275).

Rationale. Many teachers fear the use of technology in their classroom instruction

because they are not comfortable using it, due to their lack of knowledge and skill. By providing

appropriate and effective training, teachers will feel more comfortable using and incorporating

technology into their daily instruction and know how to present lessons virtually online to

students.

Key actors and resources.

● Teachers and staff

● Technology Specialists

Timeline. 1 Week

Step 4: Technology Accessibility for Students

Action steps or strategies. It is important when implementing and encouraging virtual

learning, that students have the ability and capability to complete their assignments online. One

way that this could be done effectively is by gathering students’ data and information at the

beginning of each school year. Parents can supply information to the school that will inform

teachers and staff regarding their child’s ability to access the internet from home.

Rationale. Many students do not have access to the internet from home or the capability

to access wifi to their devices. This process would enable students who wouldn’t have the

capability to complete their work online have access to their lessons and assignments.

Overcoming such obstacles, such as lack of resources, is essential for implementation of the

Virtual Learning Plan to be successful (Gura, 2018).

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Key actors and resources.

● Students

● Teachers

● Parents/Guardians

● Personal Hotspot

● Chromebook devices

Timeline. 1-2 Weeks

Step 5: Provide Parental Support and Resources

Action steps or strategies. This step is essential in our technology innovation plan

because the parents play a large role in the success of our students as well. With that being

said, it is important for the administration, teachers, and staff to provide parents with the

necessary support and resources that are needed in order for them to help their children be as

successful as possible during their virtual learning experience. One strategy that can be

implemented is by providing parents with instructional videos and directions on how to navigate

and use the LMS platform. It’s been proven that tapping into communication channels and

utilizing conversations is a critical step in implementing any new practice or system (Savoy,

M.R., & Carr-Chellman, A.A., 2014, p.625). With that being said, teachers should also offer

Zoom meetings/ conferences opportunities for parents to ask questions regarding assignments

for their child that would better aid them in assistance.

Rationale. One of the main concerns from parents is that they do not know how to help

their children at home with their school work, if they had questions and/or concerns regarding

assignments. They have a hard time understanding how to access assignments, navigate

throughout the LMS, and where to go to find additional resources to use for support online.

Fullan, Cuttress, and Kilcher (2005) state that building capacity, or one’s confidence in their

ability to perform something successfully, is an important factor for change. Building the

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capacity of our parents/guardians in their role of implementation is, therefore, vital to the

success of the plan.

Key actors and resources.

● Parents

● Teachers

● Technology Specialists

● Administrators

Timeline. Extensively for the first two weeks of school and then continue as needed

during the duration of the school year

Step 6: Developing Supports for Students with Disabilities

Action steps or strategies. It is important for administration and teachers to develop a

course of action for students with disabilities. Each student’s IEP should be reviewed and

analyzed by each teacher and case manager to determine which accommodations and

modifications students need to receive. Teachers will then be able to develop additional digital

resources for content that could be provided to each student virtually. Ertmer & Ottenbreit-

Leftwich (2010) mentions that the learning outcomes of students will increase if teachers are

presented with technological tools, along with information explaining specific ways they can be

used (p. 272). This could ultimately benefit teachers and the development of digital resources

and tools for students with disabilities.

Rationale. It’s important for students who are receiving services and support for learning

to continue receiving accommodations and/or modifications in the event of an emergency. By

establishing a plan for students with an IEP and/or 504 plan, students will have the opportunity

to be more successful during virtual learning.

Key actors and resources.

● Teachers

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● Students

● Parents

● Administrators

● IEP/504 plans

Timeline. 3 weeks

Step 7: Survey to Gather Information on Strengths and Weaknesses

Action steps or strategies. Within three weeks of virtual instruction a survey will be

sent out to all involved in the new system. Everyone from teachers, students and even parents

will have a chance to provide feedback. The survey will consist of questions regarding the

strengths and weaknesses of the program. There will also be room for feedback or any other

information that they wish to share. The information gathered from the survey will be used to

determine the validity of the innovation.

Rationale. Feedback will be very important in this entire process. This will be our

second attempt at virtual learning, but really this is our first attempt while trying to prepare. The

information gathered from the survey will provide staff with useful information to help improve

any areas that are ineffective. “Without credible communication, and a lot of it, the hearts and

minds of the troops are never captured.” (Kotter, 2007, p. 100).

Key actors and resources.

● Teachers

● Students

● Parents/Guardians

Timeline. One Week to fill out survey

Step 8: Review Effectiveness of Innovation Plan

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Action steps or strategies. Once the survey results have been gathered the team will

review the information. Not only will the team look at the survey but they will also look at the

student performance as well. It is important to consider many different factors, especially when

implementing something so new. Having results from the innovation and feedback from the

survey will help everyone review the necessary changes that need to be made or adjusted.

Rationale. The ability to accept feedback and make a change can be hard for some.

However, with this type of innovation it is paramount that we utilize every piece of information

that we can. It is important to be prepared, but also important to be able to make changes when

necessary. It is equally important to have a plan for pursuing change and to also be ready to

abandon that plan if new situations arise. (Judge & Terrell, 2013)

Key actors and resources.

● Change Agent(s)

● Teachers

● Administrators

Timeline. Two weeks

Years 3-5: Plan for Sustainability

In order to ensure the fidelity of the plan and its continued success, a yearly review

process should be conducted with administrators, teachers, students, and parents/guardians.

This review should consist of a adopter-wide survey, and focus groups from each adopter

category. The purpose of this review will be to evaluate the effectiveness of the virtual learning

plan, as well as to develop and plan for needs and obstacles as they arise. The yearly review

should be incorporated into the Continuous School Improvement plan that will be addressed

each year. Inclusion in the CSI plan is important for continuous improvement and

implementation with desired outcomes (Gura, 2018).

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Summary Table

Action Rationale Key Actors Resources Timeline

Steps/Strategies
1 - Establish Having a program that is user ● Administrators ● Clever Two days
Learning friendly will be beneficial to ● Teachers ● Google
Platform/LMS everyone involved. It will also ● Change Classroom
help ease the pain of figuring Agent(s)
out how to use the technology
and instead focus on the
learning.
2 - Content Each lesson will need to be ● Teachers One week
Planning and uniquely designed to meet the
Development needs of the students. Teachers
will need to create content and
lessons that can be utilized
face-to-face and virtually.
3 - Technology By providing appropriate and ● Teachers/Staff One week
Training and effective training, teachers will ● Technology
Development feel more comfortable using and Specialists
incorporating technology into
their daily instruction and know
how to present lessons virtually
online to students.
4 - Technology This step would ensure students ● Students ● Personal One to two
Accessibility for have the resources, connection, ● Teachers Hotspot weeks
Students and devices to implement virtual ● Parents/ ● Chromebook
learning at home. Guardians devices
5 - Parental Support Parent/Guardian support for ● Parents/ Two weeks
and Resources virtual learning is crucial to the Guardians extensively,
success of the plan. Various ● Teachers then as
training and resources will be ● Technology needed
provided to parents/guardians at Specialists
this step of the plan. ● Administrators
6 - Developing The mode of instruction does ● Students ● IEP/504 plans Three
Supports for not change the needs of our ● Teachers Weeks
Students with students with disabilities. For ● Parents/
Disabilities this reason, it is important to Guardians
consider and plan for ● Administrators
appropriate support and
services to be implemented in
virtual learning. Establishing a
plan for students with an IEP
and/or 504 plan, students will
have the opportunity to be more
successful during virtual
learning.
7 - Survey to Gather Feedback will be very important ● Teachers ● Survey One Week
Information of in this entire process. The ● Students
Strengths and information gathered from the ● Parents/
Weaknesses survey will provide staff with Guardians
useful information to help

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improve any areas that are

ineffective.
8 - Review Once data has been collected ● Administrators ● Results/ Two Weeks
Effectiveness of via survey of strengths and ● Teachers feedback
Innovation Plan weaknesses, it is important for ● Change from survey
main adopters to review the Agents
data collected and consider
changes and improvements to
the virtual learning plan.
Plan for As a way to ensure continued ● Administrators ● Survey Yearly
Sustainability success and improvement of the ● Teachers instrument
virtual learning plan, it should be ● Students ● Focus group
included in the schoolwide ● Parents/ interview
improvement plan and reviewed Guardians
yearly.

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References

An, Y., & Reigeluth, C. (2011-12). Creating technology-enhanced, learner-centered classrooms:

K-12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital

Learning in Teacher Education, 28(2), pp. 54-62.

Ertmer, P.A., & Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge,

confidence, beliefs, and culture intersect. Journal of Research on Technology in

Education, 42(3), pp. 255-284.

Fullan, M., Cuttress, C., & Kilcher, A. (2005). Eight forces for leaders of change. National Staff

Development Council, 26(4), 54-64.

Gura, M. (2018). The edtech advocate’s guide to leading change in schools. Portland, Oregon:

ISTE.

Judge, W.Q., Terrell, R.S. (2013). Navigating the white water of organization-wide change: Best

practice principles for change management. In L. Carter et al., The Change Champion's

Field Guide: Strategies and Tools for Leading Change in Your Organization (2nd ed., pp.

51-72). San Francisco: John Wiley & Sons.

Kotter, J.P. (2007). Leading change: Why transformation efforts fail. Harvard Business Review,

85(1), 96-103.

Ozerbas, M. A., & Bilge, H. E. (2016). The effect of the digital classroom on academic success

and online technologies self-efficacy. Journal of Educational Technology & Society,

19(4), 203-212.

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Reigeluth, C.M., & Duffy, F.M. (2014). Paradigm change in education: Introduction to the

special issue. Educational Technology, 54(3), 3-6.

Rogers, E. M. (1995). Diffusion of innovations (4th Ed.). New York: Free Press.

Savoy, M.R., & Carr-Chellman, A.A. (2014). Change agency in learning, instruction, and

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