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Technology Planning Paper

Kathryn Batwinis

ET680

June 13, 2016

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Analysis of Current Situation

A change I would like to see in my school, is an increase in how much teachers use

technology, leading students with 1:1 devices, and using it collaboratively as staff.

Specifically I would like to see our staff use technology on the teacher to teacher level;

using Google Classroom in Staff Meetings and collaborative Google Docs/Sheets/Forms, etc.

as the main platform for our work. This can be done through collaborative planning

meetings, staff surveys, and making our resources available through Google rather than

Windows. I I would also like to see this shown by teachers then taking these technologies

and skills back to their classroom - use Google Classroom with all students in all grades,

and get students using their Google accounts starting in Kindergarten. Many primary

teachers, who don't have chromebooks, will use their promethean boards and go to the

computer lab, but are still not using them as effectively as they could in that time. Many

older teachers in my school are also much more hesitant to using technology. It takes a lot

of pushing to get them to open up to new technologies. Our teams have started to use

Google in collaborative planning which I think is a great step, but for many, it stops there.

Even if teachers don't use "super fancy" technologies, any exposure kids can get to new

opportunities is beneficial. Google Apps for Education (GAFE) is such a great way to

participate in and model collaboration with other colleagues, share information with

students, get and give feedback efficiently, etc. As a 5th grade teacher, there are so many

years before me that could really build their skills before getting to my classroom.

Resources certainly have different availability at different grade levels, but I'd like to see

more teacher embracing technology in any way, and not being afraid of it or opposed to
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trying new technologies. I think teachers would also see the benefits in these new ways to

interact with their curriculum.

Currently, third through fifth grades have 1:1 chromebooks in their classrooms.

Primary classes in our school are fortunate, in that they at least have a few chromebooks

per classroom by borrowing extras from the upper grade carts. While this is not 1:1 for

primary grades, it is several more computers per classroom on a daily basis aside from the

one teacher computer and a weekly visit to the computer lab.

Daniel Surry, from the University of Southern Mississippi, defines diffusion of

technology as the process by which an innovation is adopted and gains acceptance by

members of a certain community (Surry 1997). He also states that four key influencing

factors in the diffusion of technology include the innovation itself, how information is

communicated, time, and the nature of the system where it is being introduced. (Surry

1997). Attributes that also influence a new innovation include trialability- if stakeholders

can try the technology before completely adopting it, observability- if participants can see

the benefits, relative advantage- if this new innovation has an advantage over the status

quo or an alternative innovation, complexity- if it is simple enough to use, and

compatibility- if it is compatible to what is already in place and does not change the

systems entirely. (Surry 1997). The innovation of having teachers use GAFE on the teacher

level and then also with their students no matter what grade level they are, should be

perceived as low complexibility and high compatibility. Even though it may be complex for

many at first, as teachers work with GAFE, they will see that it has a user-friendly set-up

and many people to help them walk through it. Using this technology, also would not

replace all of their current routines, but help enhance them making it very compatible.
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Rather than using a word document for their planning, they can use a more efficient Google

Doc. While some of the resistant teachers may not see it as compatible, I hope that over

time they will see it as compatible and more efficient. By incorporating this technology

through staff meetings as well, teachers will have a perfect opportunity to try the

technologies from the student side, see how they are used, how they work, and how they

can be incorporated, before having to try any of it on their own. The advantage to using

technology is that work becomes more collaborative, more efficient, and more available.

Teachers will not need to keep stacks of papers from meetings, but rather could go back

into Google Classroom to find resources they need. Being able to use this technology in staff

meetings and at the teacher level before the student level, will also help teachers observe

the benefits. They will be able to see the effects of using technology and then hopefully

continue to see the benefits when they take it back to their classrooms.

Elys Conditions for Implementing Technology Innovations - Current Situation

Dissatisfaction with the Status Quo-

Thinking about where we are now versus 3 years ago before getting the

chromebooks, I think people are happier. However, teachers are still unhappy with how the

technology is being used and how much continues to be available. Some teachers are also

reluctant and unhappy with how much technology there is and feel it is too much and then

simultaneously do not know how to use it. The three teachers I talked to feel that in the

beginning with a new technology, a lot of people are opposed, either because they like

teaching paper/pencil, or they are confused, and then as they have time to work with the
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technologies, then they become more accepting. It is mainly these teachers who are happy

with how things are, which is what creates a lot of the resistance. This population of

teachers will be a focus to help move forward. However, even within the non-reluctant

teachers, many are frustrated with lack of time to discover and learn about new

technologies before having to implement them, and need help troubleshooting when it

does not work correctly. They are also sometimes unhappy that a new app might be

strongly suggested for them to use even if they do not completely agree with. Teachers

would like more training to help them figure out appropriate and effective resources to use,

rather than just using what is given or doing the bare minimum when there are so many

opportunities with the chromebooks and GAFE. Now that we have started to receive more

devices, now dissatisfaction also occurs with how much, and everyone would love to see

more devices in the school, especially in the lower grades and for non-homeroom

classroom based teachers, such as ESOL and Academic Intervention teachers.

Knowledge and Skills Exist-

Some people have the skills to implement the technology, and the ones who are

interested will take personal time, if possible, to learn about new technologies. But all

teachers interviewed, agree that most of gaining the skills and knowledge requires time-

time to play with it, time to use it themselves, and make meaning from it for how it will best

fit their classroom. All teachers also wish there was more professional development

devoted to technology to help build those skills, since technology is becoming so prevalent

in school. Teachers need some guidance in building up their skills and knowledge so not

everything has to be figured out on their own.

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Resources are Available

Now that all classrooms have a Promethean Board and a document camera, it has made

resources and technology available to all students. Third through fifth grades have

chromebooks and therefore have the 1:1 devices, but still would like help finding resources

to use on the chromebooks so it is meaningful. Without knowing the actual stages of SAMR,

teachers have hinted that they would like to go beyond the substitution stage of just using

chromebooks for word processing, or using the Promethean Board as a glorified white

board. First and second grades are able to have a few chromebooks in their classroom this

year which has also been very helpful to them, but an increase in devices for primary

grades remains ideal.

Time is Available

All teachers agreed that this was an area not fulfilled. If time is taken outside of

work to learn new technologies, then maybe. But within our day, there is a very limited

amount of time to learn about new technologies, and then also time to use them. There is a

big push to use technology, but without the time to really learn it first which the teachers

felt was important to have. Sometimes it is good to have trial and error, but sometimes it is

beneficial to have direct training on new technologies first. Teachers would also like to

have Q&A time with other teachers, or opportunities to share new resources they've found.

Rewards or Incentives Exist

The teachers responded from both the student and teacher roles. They love being

able to see how engaged and excited their students are. Chromebooks are helping students

gain independence, and allow the teachers to have control over their technology but still
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allow students to have some freedom. As teachers they love being able to get information

so quickly from their students, give quicker feedback, and find resources from the teacher

side that help them be more efficient as well. As teachers willingly work with technology,

they are starting to see the rewards. It is the teachers reluctant to use technology that

cannot see those rewards yet.

Participation is Expected and Encouraged

In our building, using technology is both encouraged and expected. Teachers

interviewed also all agreed that since it is encouraged and expected, that they need more

professional development on it, and more time to talk with colleagues about technologies

that are being used.

Commitment by those who are Involved

Administration is very supportive of us as teachers when using technology.

Sometimes we might have to use a technology by county regulations, but administration is

very supportive of anything new we want to find and try within our classrooms. Some

teachers are more committed than others, but this also has to do with their original views

of incorporating technology into the classrooms. Parents have been supportive of how we

incorporate technology in the classroom, but as teachers, we would like to see more

involvement from parents in using technology for school work at home.

Leadership is Evident
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Colleagues are supportive of any technology use in the classrooms. However there is

no designated technology leader. Each teacher has several people in the building that they

are comfortable going to for help and feel that those people are always willing to help, but

also feel that they are taking time away from that person's very busy day to help them.

My school seems to most fulfill Elys conditions of Resources Available, Rewards or

Incentives Exist, Participation is Expected and Encouraged and Commitment by those who

are Involved. As far as Dissatisfaction of the Status Quo, the population of teachers is almost

split. Some are perfectly happy not using technology at all, and some really want to see

more use and change.

The conditions that will need the most work are Knowledge and Skills Exist, Time is

Available, and Leadership. Teachers really need explicit training and the time, to work with

technology. Many teachers want to know more, but do not know where to go for that

information or have the time to do it. More defined technology leadership would also be

beneficial so that teachers had specific people to turn to when help is needed. These three

seem reasonable to be able to make an impact on as well. Focusing on three areas is more

manageable than all eight, especially in a shorter time frame. As my upcoming role as

technology leader, I hope to be that leadership piece that is missing, and be a point person

in my school when teachers need technological assistance. I also think that I will directly,

with the help of a committee, be able to increase the staffs knowledge and skills for

technology. Time will be the toughest, but careful planning and use technology to also

share resources, will help maximize time that teachers do have. I would like to find a way to
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blend face-to-face help as well as online help, so that there are resources teachers can

access when they have time on their own.

Current Situation- ACOT

The ACOT (Apple Classrooms of Tomorrow) outlines five stages of evolution of

technology. The stages range from beginner to transformative- Entry, Adoption,

Adaptation, Appropriation, and Invention (Dwyer, Ringstaff and Sandholtz). Each stage

helps to describe where teachers or schools are in regards to their technology acceptance

and use.

The Entry stage is the most basic stage of the model and the first stage of the

process. This stage is where teachers are first introduced and begin the process for change.

This might be the time where teachers are transitioning to using new products, explore,

and probably will come across a lot of frustrations, such as with discipline, maintenance,

management, and personal struggles with the new technology. The Adoption stage is the

next step in the process, where teachers are using the technology more, facing fewer issues

with discipline, and student motivation is higher. Technology use is more frequent, but

there is no functional change in the teaching (Dwyer, Ringstaff and Sandholtz). Technology

might just be used as a substitute for how it would have been taught- for example as a

white board or word processing. The adaptation stage shows a high increase in student

engagement and productivity. Students are more motivated and are seeing positive

outcomes in their work, therefore student productivity and quality of output increases.

Teachers in this stage might see the need for more help with instructional, feedback, and

evalua tion strategies to keep up with their students (Dwyer, Ringstaff and Sandholtz). The
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appropriation stage is reached when teachers or students are able to independently

understand and master the technology and be able to use it efficiently to complete tasks.

This is also a change when new instructional strategies are developed, such as project-

based instruction or flipped learning, and teachers have a chance to step back a bit to

observe students take over their learning (Dwyer, Ringstaff and Sandholtz). Finally, the

Invention stage takes learning to the highest step, where teachers grant their students

permission to create their own learning, demonstrate to their teachers how to find and

analyze information to build on their previous knowledge, to make sense and own their

learning (Dwyer, Ringstaff and Sandholtz).

Based on these stages, my school as a whole would fit best between the Entry or

Adoption stages. We have many technologies in place and some teachers are feeling those

frustrations of how to manage them and how to work with them. Some teachers however

are more in the adoption stage where they are trying to use the technologies and are

starting to see individual benefits because of the technology. Specifically, individual

teachers fit within the Entry, Adoption and Adaptation. Some teachers have moved beyond

Adoption into the Adaptation stage and are able to use technology to really produce great

student engagement and productivity. However, this is a select number of teachers. The

majority would fall under Adoption, and some teachers in the Entry stage, similar to a bell

curve.

Stakeholders

Stakeholders that I think are critical to a technology plan for my school would be

administration/staff/teachers, students, parents/PTA, the Instructional Technology School

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Specialist (ITSS), and our Instructional Specialist from the technology department from the

county. Our Leadership team would be a great place to start- field what needs we have

from the several departments represented- each grade level, ESOL, special education,

Counselor, Paraeducators, admin, etc. I am the 5th grade team leader, and our Leadership

team is very open about where our school currently stands and sharing our opinions about

where it could go. I could have each team leader talk to their teams to see if anyone else

would be interested in joining the process as well, or at the very least have each team

leader take information back and get feedback from each grade level. I would also want

student voice in our plan, especially from the upper grades who have the 1:1 devices.

Everything ultimately comes back to our students, so it would be important to see how they

would like to see the technology used in their educational setting. The same goes for

parents- what do parents find beneficial as far as how technology is used? Our ITSS and

Media Specialist would also be key members in helping implement our plan both

instructionally and making sure everything is accessible and connected. Our school was

also assigned an instructional specialist from the Technology Office when we got

chromebooks. He is always available when we need help, and would be a great resource for

helping us plan where we would like to take our school, provide us with ideas and

resources, and align our plan to that of MCPS. This group of people would address most key

groups mentioned in the Guidebook for Developing an Effective Technology Plan - students,

parents, staff/teachers/administration, librarian/media specialist, technology professional

and community members through PTA (Graduate 1997). A main person we are missing is a

business person. We do not have business personnel in elementary schools, so this is

someone that our committee would need to reach out to in our community as a team effort.
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I think part of the reason our old technology committee and plan dissolved, was

because we got so many top-down orders of what technologies would be implemented

within the county. It sounded like since teachers didn't have a voice in any of that, they lost

some interest. So I think it would be important to bring it back to specifically our school

level, and decide how we can take our county's technologies and use them in a beneficial

way within our building. We can tailor the technologies to our population and our needs. I

think this would help with buy in by making it more personalized and meaningful. Letting

teachers have a say in this, will help with implementation as well. Giving them a voice will

be a major element in getting teachers invested. As teachers get involved, they will be able

to see changes and report what is working or what is not, continue to have a voice, and

hopefully continue to stay involved after seeing their purpose in the plan. It will also be

important to continue to revisit this plan throughout the year, see how it is progressing,

and not let it be another thing that falls to the side. It will stay important if we help keep it

viewed as important.

One of the conditions that my school lacks, is the condition about Leadership. By

forming a specific committee of people, this would be addressed. Teachers would know

specific people within, and some outside of, the school to go to. These committee members

can also help with training and professional development, as well as the follow-up pieces

after that, also addressing the condition of Knowledge and Skills. The committee will also

be able to address the time constraints. The committee will be able to take teacher

feedback to prioritize what needs to be done when, and figure out meeting times to help

teachers, as well as other opportunities for teachers to gain knowledge. This will help

structure the time and maximize time for teachers to work with the new technology.
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Plan of Action

Ultimately for my school, I envision that each teacher would have their own portable

device, in addition to or in place of our desktop computers, to be able to use for staff

purposes and to help implement technology in their classrooms. With this, I envision the

time and resources for continuous professional development opportunities, both inside

and outside of the schools, so that teachers can broaden their knowledge and resources for

implementing technology efficiently. I also envision that all students in grades K-12 have

access to devices on a daily basis. This will allow students to personalize their learning,

reach out to new resources and take control of their academics. Our classrooms will be able

to have more project based learning, and more opportunities for students to work beyond

the classroom without having to leave the classroom. With an increase in professional

development as well, I envision that teachers would be able to seamlessly blend technology

in purposeful ways to augment and redefine learning. Teachers would understand that

technology is not new teaching, but it can help supplement and enrich what we already

know as good teaching practices. We are currently teaching students who will be working

in jobs that are not yet created with technologies that are not yet created, so we need to

help them best prepare for their futures in ways we have available to us now and adapt

them in the coming years. In order to make this happen, it is our mission to ourselves and

to our students to stay dedicated. During this process, frustrations are sure to happen. New

technologies do not always work, or work as intended, they may lose internet connection

and change plans, or they may take a whole new way of thinking about our teaching. These
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problems should not necessarily be considered as bad, and us as teachers need to take on

these hurdles and get past them together, so that we can help our students demonstrate

and enrich their learning. We can model how to overcome a new task for our students, just

as we want them to overcome hurdles and succeed in their future. As a staff, we will share

resources, share ideas, share frustrations, and share strategies to make more classrooms

technology enabled, and student-driven. By doing this, we will strengthen our teachers

knowledge and skills in using technology, and simultaneously build those skills for our

students so they can make more meaning from their learning. All members need to keep in

mind that in now way is this a short term plan. However, we can take short term steps to

ease staff members into it, especially more reluctant teachers, so that they have the chance

to see the benefits, observe what is working and how they can use it in their classrooms, so

we increase the buy in as well. Then overtime, small chunks at a time, we will lead

ourselves towards the bigger picture.

Some main issues right now are that teachers are determined not to use new

technologies, that they dont know how to incorporate technology, and they do not know

how to keep up with their students and provide enriching activities by using technology.

More professional development and more access to devices will give teachers the

opportunities to build their confidence so that they can overcome their own struggles first,

and then have the opportunity to work it into their instruction. Another issue to consider as

the team moves forward, is not necessarily a negative one. However, it is important. The

staff is currently at very different places in their knowledge and implementation, so as the

whole school moves forward, the team will also need to differentiate for the teachers so
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that each teacher is receiving the help at the level they need. Only then will each teacher

see purpose and be willing to move forward.

A sample proposed action plan for this innovation is shown in the table below. This

outlines broad steps that this plan could take. As the needs assessment is given, and

teachers share new strategies and frustrations throughout the year, specific topics can be

decided for meetings. This action plan starts in the summer of 2016 and extends through

early spring of 2017. The process will start by getting the administration and staff

development teacher involved first, to look at logistics for implementation in the school,

prioritizing possible needs, and setting up a plan to start a committee. It will then go to the

Leadership team and creating a tech committee, who will then make a needs assessment

for the staff. This will ideally be done at the beginning of the school year to maximize time

from the beginning. The first meeting for staff will be about using Google Classroom- using

it in staff meetings for modeling purposes and for staff resources, and then having teachers

set up their own. Surveys, Plus/Delta reflections and feedback after the staff meetings will

be an important piece to continually gather data and for the committee to reflect on as

future meetings are changed. The needs assessment will be a large piece of data that will

help the committee plan out which teachers need which supports, and plan differentiated

meetings from there. Whole staff meetings and tech committee meetings will alternate

months, so that teacher have time for implementation and reflection after using

technologies in their classrooms, and so that the committee and Leadership team has time

to reflect on meeting results, dip-stick for needs throughout implementation, and plan

future meetings for staff.

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Action Plan

Action Person/Group Date to be Assessment

Responsible Completed By

Meet with Me, Principal, EST July 2016 Letter of Intent for
Principal/EST to (Education Service principal to sign
discuss possibilities Team- Principal, AP,
for internship next Staff Development
year involving PD Teacher, Reading
for staff Specialist)

Meet with Me, EST, Leadership July/August 2016 Sign-Up Sheet for
Leadership team to Team committee
discuss preliminary volunteers,
priorities for PD for prioritized list of
staff staff needs from
brainstorm

Create a needs Me, Leadership August 2016 (Pre- Survey results from
assessment for staff Team, Tech Service Week) staff members
to survey where Committee
they are/what they
need help with

Tech Committee Leadership Team, By September 15, Re-plan calendar for

reviews survey data Tech Committee, 2016 this school year
to make more Administration
detailed plan of
action/differentiate
meetings going
forward

Use Google Tech Committee October 2016 Each teacher will set
Classroom in Staff up their own Google
Meetings and Classroom and
provide teachers invite students
with resource for
setting up own
classes

Start weekly Tech Tech Committee October 2016 (and Create digital
Spotlights to show then weekly newsletters to send
new throughout the to staff weekly
resources/share year)
resources from
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other teachers

Tech Committee Tech Commmittee End of October 2016 Create schedule and
meeting to discuss agenda for next
next differentiated meeting
staff meeting

Differentiated staff Tech Committee, November 2016 Hand outs, guides

meeting for new Staff Development for teachers after
technology Teacher meeting; agenda
resources showing plan for
each group of the
meeting

Tech Committee Tech Committee December 2016 Plus/Delta of staff

meeting to debrief meeting, create new
first staff meeting agenda for following
and adjust for next staff meeting
meeting

Mid-Year survey for Tech Committee, January 2017 Evaluate new data
teachers to evaluate Administration from survey with
effectiveness of Tech Tech Committee
Spotlights, meetings,
new needs

Differentiated Staff Tech Committee, End of Hand outs, guides

meeting #2 with Staff Development January/Early for teachers to use
new resources Teacher Feburary 2017 after meeting;
agenda showing
plan for each group
in the meeting

Tech Committee Tech Committee, March 2017 Plus/Delta of staff

meeting to evaluate Staff Development meeting, combine
second staff meeting Teacher, new feedback from
and plan for 3rd Administration teachers, plan for
meeting 3rd meeting

Differentiated Staff Tech Committee, April 2017 Hand outs, guides

Meeting #3 with Staff Development for teachers to use
new resources Teacher after meeting, exit
card for immediate
feedback/questions

End of Year Survey Tech Committee, May 2017 Evaluate data and
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prior to testing, to Leadership Team, compare to

evaluate where the Staff Development beginning of year
staff stands now, Teacher, data. Create new
new Administration professional
needs/wants/reque development plan
sts based on staff needs
for 17-18 school
year.

This whole process will be ever-changing once it starts implementation and once we

see what the needs of teachers really are. However, this gives a basic outlined plan to help

adhere to.

One action plan I found is from Brewster School District in Cape Cod, Massachusetts.

Two of their goals are very similar to mine, to increase devices and provide a device to all

students in grades 2-12 and another to provide strong district-level leadership to teach

teachers how to effectively incorporate technology into their classrooms (Brewster 2014).

Their plan is for 3 years, 2014-2017. They have a very clear action plan, also laid out in a

table format, that is easy to read and follow. They are specific in the steps they will take

throughout the three years, and are specific to which tasks are continuously ongoing

throughout the project and which have more finite end dates. Their table does not just list

Implement in Schools but is very specific as to which pieces of the plan will be

implemented at a time. It is also very clear who will be responsible for each part, showing

also if it will be a step taken back at the schools by the school principals, or if it will be a

district-wide part led by the superintendent or other technology personnel (Brewster

2014). This is also publicly a fluid document that they are changing and updating to let

everyone involved know about the progress the project is making. This is important not

only for the committee to reflect on, but to keep all stakeholders updated and continue the
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buy-in from as the project progresses. There were also two pieces that I think could be

upgraded. One is that their assessments of how they will evaluate their action items are not

clear. Some assessment pieces are incorporated into their plan table, but they are listed

under the Action Items, such as Evaluate Staffing based on technology purchases

(Brewster 2014). They also have a section devoted to evaluation and assessment, but

without any smaller pieces listed in the table, it is very broad and harder to match up with

when they will actually take those evaluations. Also, even though it is a district-wide led

initiative, they have a lot of goals. There are goals for the whole district for staff as well as

devices, and then there are also student goals, staff goals, teacher pedagogy goals and

district-wide initiative goals. (Brewster 2014). Having so many goals seems like it would be

harder to stay on track and obtain. Overall though, this plan is very similar to mine, but

more long-term, was easy to follow for someone not in the district, and has a clearly laid

out, and constantly changing, plan based on what is needed.

Another plan I found that incorporates similar elements, is from Calvert County,

Maryland. This project has four main objectives for the county, two of which are similar:

Improve Staffs Knowledge and Skills to Implement Technology and Improve equitable

access to appropriate technologies among all stakeholders (Calvert 2011). One aspect I

really found beneficial was that there is a separate action plan table for each of the four

objectives. This made it easier to follow, and showed that not only was there a plan for all

objectives combined, but also an individual plan to specifically address each objective. This

keeps each objective addressed but also a cohesive larger plan. Similar to Brewster School

Districts plan, they also posted changes and updates, in an addendum. (Calvert 2011).

Seeing this twice now, I think it is very important. It helps keep everyone accountable to
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the plan, but also keeps everyone involved informed. This plan, was much simpler. This

might be more like something I will make for a short-term plan, but looking forward it

definitely was not as detailed or informative as Brewster School Districts. I also felt that

Calvert County was missing information about assessment. It was not clear who would be

responsible for collecting the data or how it would be done. They also included many

acronyms without explanations, so as an outsider it was harder to understand. Overall,

Calvert Countys plan was laid out simpler, showed an example of a short-term plan, and

separated it into smaller chunks out of one large plan, but was missing a few pieces.

References

Brewster School District (2014). Strategic Instructional Technology Plan.

http://www.brewsterschools.org/technology/Pdfs/technology_plan.pdf

Calvert County Public Schools (2011). Technology Plan.

http://www.calvertnet.k12.md.us/departments/diit/documents/FullTechPlan.pdf

Dwyer, D., Ringstaff, C. & Sandholtz, J. Apple Classrooms of Tomorrow Research: The

Evolution of Teachers Instructional Beliefs and Practices in

High-Access-to-Technology Classrooms First-Fourth Year Findings. Report 8.

Ely, Donald P. Conditions that facilitate the implementation of educational technology

innovations. Journal of Research on Computing in Education, 23 (2), 298-305.

Graduate Students at Mississippi State University (1997). Guidebook for Developing an

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Effective Instructional Technology Plan (2), 2-25.

http://www.nctp.com/downloads/guidebook.pdf

Surry, Daniel W. (1997) Diffusion Theory and Instructional Technology. Paper presented at

the Annual Conference of the Association for Educational Communications and

Technology (AECT) in Albuquerque, New Mexico.

http://www2.gsu.edu/~wwwitr/docs/diffusion/