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Internship Proposal

Carmen Tucker
Loyola University Maryland
Social Media Implementation
ET691
Waldon Woods Elementary School

Rational
For the past four years being a fifth-grade teacher at Waldon Woods Elementary school
has opened my eyes to how technology can be used in and out of the classroom. Communication
has been a big concern in my tenure at this school. Many teachers and parents feel that they are
having trouble communicating with one another at my school. We have agenda books school
wide in grades K-5, however effectively communicating between the two can be an ongoing
challenge for even veteran teachers like myself. I looked into setting up a social media platform
as a school wide initiative, however it is difficult to post on the main social media platforms
during school or at school because our county has them blocked.
I did a survey in August to see what communication tools teachers were using in my building. A
few teachers were using Class Dojo and some were using Remind and one grade level was using
New School Notes. This implementation is necessary so school staff members could give parents
instant updates, news, and information about their children or what is going on at school. I think
as a school if we can get on one accord and use the same platform of communication,
communication wouldn’t be an ongoing challenge. I would have to find out which
communication tools works best for parents and stick with it.

Objectives
The school staff and parents will have a common and effective way to successfully
communicate with one another.
Stakeholders
In the development stages I would want a representative for each grade level pre-K through 5th,
administrators, Data coach, Instructional lead teachers, head of specialist teachers, parents, PTA
leaders, students and members of the community. To move our school forward I would enlist the
following members on my technology team; Myself (5th grade team lead), Data Coach (Jada
Samuels), Assistant Principal Mauldin, Instructional Lead Teacher (ILT) Mrs. Spears, Reading
Resource Teacher- Ms. Frazier (works with small groups of students for reading pull-out),
Computer Lab Teacher- Mrs. Fennell (Computer Tech teacher K-5), School Region Technology
Representative Ieasha Smith (provide tech services to 5 PGCPS), and the three teachers I
mentioned in my ACOT model Mr. J, Mrs. H, and Ms. B.. I would be the technology lead. The
computer lab teacher is the technology liaison for my building. She is responsible for the
technology inventory of the school. She doesn’t do “tech help”, so that’s where I would come in
to help. The technology lead will be the overall leader of the technology committee and
responsible for getting things started. The administrator, assistant Principal Mauldin will be
there to enforce the ideas and implementation. The data coach will be there to show how
technology will affect our school data and show teachers how to read and understand their
assessment results. The ILT will be there to implement technology in her small groups as well as
make sure the teachers of the students she pulls are using the technology to drive their
instruction. The reading resource teacher will do the same as the ILT teacher. The computer lab
teacher will be there not only for tech inventory but to also integrate new software applications
that the students and teachers can use to drive instruction. The region technology representative
will be there to assist myself or any other committee members with any technical difficulties.
She can also give her ideas on software implementation.
In order to get and keep the stakeholders involved I will hold a meeting to find out
everyone’s technology concentration. I can give a survey to see how each stakeholder would like
to be involved on the committee. I can make sure we have effective open communication tools.
Communication is essential because successful results and benefits rely upon good
communication. To keep them involved I will concentrate on sustaining the applicable
techniques of exchanging ideas in order to make sure we accomplish the desirable points in
addition to utilizing the precise information instead of acting on assumptions. Have frequent
meetings and methods of evaluating effectiveness. Keep updating plans. Strive to obtain their
constructive criticism regarding the importance of collaboration as well as adjusting ideas to
mirror stakeholder modifications. I will also prove how this social media implementation in the
school and classroom will increase parent involvement.
After taking a look at the “ideal” stakeholders listed in the (Guidebook, 1996) my list had
all of the same stakeholders listed plus a few more. In the (Guidebook, 1996) it was mentioned
to include all who would gain or carry out the strategy. I think this is crucial when developing
the planning process. The real purpose of technology in education is education. (Guidebook,
1996).
With my technology team and the group of stakeholders enlisted the concerns from Ely’s
eight conditions will be undoubtedly manageable. My school concerns were conditions two and
four sufficient knowledge of skill and availability of time. I think with the help of the
technology team and collaborating on the professional development trainings addressing these
two conditions will be easily reachable. For example, one training could show how each teacher
can use Nearpod to help drive instruction. I would then ask for the teachers to bring feedback
after implementation to discuss the pros and cons and clear up any misconceptions. Again,
focusing on keeping the lines of communication open at all times. I would also have each person
on the technology team responsible for a specific section of the building. Making sure that we
allow and give the allotted timeframe to make this implementation successful.

Perceived Attributes
Currently at Waldon Woods we do not communicate as a school using social media. I
can regulate how well this implementation will roll out at my school by considering the five
perceived attributes: trialability, observability, relative advantage, complexity, and compatible
(Rogers, 1995). Considering the trialability phase social media can be tried out as a school and
in the classroom. As a school, social media can be used as a source of communication to
parents, staff and students. Through Twitter feeds, Facebook pages, and text messages sent in
multiple languages, school staff members could give parents instant updates, news, and
information about their children or what is going on at school. Even though some teachers and
staff may have certain drawbacks to the idea of social media implementation in the school and
classroom due to lack of support or knowledge. I plan to hold several professional development
trainings modeling what this looks like in the classroom as well as working one on one with
classroom teachers to insure implementation is done correctly.
In the observability phase, teachers can observe when using social media in the classroom how
students are more engaged with the lesson. After taking ET 630 and integrating some social
media activities in my classroom my students loved it. Using Twitter, Facebook, Instagram, as
well as other social media platforms intended purposely to take surveys, submit classwork,
collaborate with peers, take a virtual field trip, or supply extra resources. Keeping the lines of
communication open using other platforms of social media would increase the knowledge and
information for both parents, students, and staff to remain informed about what is going on at
Waldon Woods elementary. Using other platforms also has an advantage because all cell phone
carriers have the major social media apps such as Twitter, Facebook, and Instagram whereas the
Remind app is only available from the App store for IOS devices or Android. Another
advantage is all the major social media platforms are free to download. Teachers, parents, and
students alike will benefit from this effective tool. Social media will give students the capability
to log on to resources from anyplace in the world. This tool will keep everybody encircle with
communication with the hopes of excluding lost or neglected assignments.
In the complexity phase using social media in the school and classroom will take some
getting used to. Especially for those staff and parents that are non-tech-savvy and for those who
only use social media for their personal use. Using these learning programs will take advantage
of the unique communicative methods offered by social media and provided spaces such as
blogs, groups and discussion forums. Students can develop their own identity when working
online, make online friends, leave comments for peers and upload content which includes
publishing, peer reviewing and self-assessment. Those teachers who need support with the
transition from personal use to professional use will get that support during a professional
development training. Teachers will convey materials on the highs and lows of social media and
how to keep their personal and professional presence separate.
The final attribute is determining if social media is compatible in the school/ classroom.
Teachers will appreciate the compatibility that social media provides them with. According to
Prince Georges County Public School District Administrative Procedures #5180 (2016), “social
media has become a powerful tool for the transmission of information. When used appropriately,
social media is a valuable educational tool enabling students to begin to build a positive digital
footprint”. The policy also states “under the supervision of a teacher as a part of the instructional
program, students may be required to access and use social media in school. Such activity must
be aligned to the curriculum standards, educational goals and objectives of the lesson or unit of
study” (Prince Georges County Public School District Administrative Procedures. #5180, 2016).
Social media sites can increase student collaboration, encourage more participation, can be
useful homework help, and communication tool for students, parents, and teachers. Being able
to recognize a multifaceted depth behind such communication.
Ely’s Eight Conditions
After assessing Ely’s Eight Conditions (Turek, 2010) for the implementation of social
media at my school the findings tell that we have some work to do. In terms of Ely’s first
condition: Dissatisfaction with the status quo, could be met. Implementation of my innovation
would provide staff and students reliable technology support. I will have an in-house technology
committee on hand daily to support with any issues. Now we currently have one tech person that
we share with other schools. We have to put in a help ticket in order for her to come to our
school and it could take up to several days before she’s available to come. Ely’s second
condition: Sufficient knowledge and skill was not met. Majority of the teachers at my school do
not use social media in the classroom. Therefore, I would have to provide a lot of professional
development trainings in order to be successful with this implementation. During those
trainings, I would model how to integrate social media into their instruction as well as show
teachers and staff how to use it as a communication tool. The third condition: Availability of
resources was met. We do have a range of technology devices to use at Waldon Woods to help
implement this innovation. Majority of parents also have a cell phone or other mobile devices to
help with implementation. Ely’s fourth condition: Availability of time would be an issue for
some teachers. At my school, we have a schedule and sign out sheet for all mobile carts. Each
classroom is assigned a day and time. Therefore, the same teacher cannot use this innovation on
a daily basis with instruction. During one on one time with the teachers I will be sure to reiterate
using the implementation time wisely. Reward or incentives, which is Ely’s fifth condition can
be met with my plan. For example, teachers that post on the school’s chosen platforms at least
three times a week could receive a snack in their mailbox the following week. Classroom
teachers can reward students that comment using Nearpod or another platform by giving the
students our school bucks. Students will also be excited to get immediate feedback or grades
from assignments. Ely’s sixth and seventh condition: Participation and Commitment can be met
at my school. I don’t think participation or commitment will be hard for this innovation as long
as the Administration team is on board with the implementation plan. Therefore, they will
mandate teachers and staff to utilize this innovation both inside and outside of the classroom.
Implementing this innovation correctly will have more parents involved in school activities. We
also have built-in collaborative planning during the day every Wednesday so this will give me
time to show each teacher the implementation and not worry about staying after school. It’s hard
to get staff to stay after school without being paid to do so. Last but not least Ely’s final
condition is Leadership. With me being the leader of this innovation, I will sign up for as many
professional development trainings pertaining to this implementation as possible. Even PD’s
offered outside of Prince Georges County Public Schools to increase my skill set of this
implementation process. I wouldn’t want to be the only person attending these trainings. I would
like my technology team to attend as well in order to make the implementation process flow
smoothly and all on one accord. I know my administrators will be very supportive in this
implementation. They are always on board to improve the school and make it 21st century ready.
I feel my school needs the most work with Ely’s conditions two and four. Sufficient
Knowledge of skill and Availability of Time. Knowing that the teachers must have the
knowledge to implement change I must provide as much professional development and outside
trainings as possible to make this a successful implementation. As well as giving them enough
time needed to learn, adapt and implement the skill. I have the pleasure of being under a great
administrative team that allowed me to dedicate technology PD time while working on my PLN
for ED 630. My administrative team also seems to understand that coming across additional time
to hold professional developments after school or during the day is limited. Therefore, they
allow us to meet every Wednesday for two hours to join forces and help build an effective
atmosphere in order to reinforce technology implementation along with students’ learning. It is
also very important that I give the staff time to reflect on this implementation and listen to their
feedback. I plan to do this weekly during our collaborative planning as well as have an open-
door policy for questions, comments, or concerns.
ACOT Model
The Apple Classrooms of Tomorrow (ACOT) are five different stages of technology
integration (Dwyer, Ringstaff, & Sandholtz, n.d.). At Waldon Woods elementary school I
believe most teachers are between the Entry and Adoption stage of the ACOT model. “In this
particular entry stage teachers are not comfortable with technology” (“ACOT Stages of
Technology Integration”, n.d.). They avoid using it. They are afraid that something “bad” will
happen if they or their students use it. They rely on others for technical support. They don’t make
explicit connections between computer work and the rest of the curriculum. A typical entry level
teacher uses whole group activities and direct instruction. Teaches in a traditional manner.
(“ACOT Stages of Technology Integration”, n.d.). Once the social media implementation is
introduced, teachers will start at this stage. I think the biggest impact to move teachers would be
for me to hold several professional development meetings throughout the school year to show
how technology implementation will improve instructional practices and assessment scores. If
above average quality content can be successfully produced through technology, teachers can
dedicate more time to constructing new practices or teaching students one-on-one in more
leveled and purposeful interventions. I also think it’s difficult for some teachers to adapt to
change without the proper training.
The second stage is Adoption. I also see some of my teachers at this stage of the ACOT model.
At this stage, teachers begin to develop more fluency with technology. Teachers' concerns begin
to shift from connecting the computers to using them. Their interactions have increased but
revolved around providing technical assistance (“The Apple Classrooms of Tomorrow (ACOT)
Model- Stages of Concern”, 2018). Ms. B, a first year, second grade teacher in my building feels
she is currently at this stage in the ACOT model. She likes to create worksheets for her students
to use for instructional reinforcement and she types and print parent communication letters
weekly. Her students have very little limited time on the computers. Adaptation is the third
stage of the ACOT model. I found very few teachers at this level in my building. At this stage,
teachers begin to notice changes in student learning and engagement. Their teaching methods are
supported with technology. Teachers increasingly incorporated technology in their instruction
(“The Apple Classrooms of Tomorrow (ACOT) Model- Stages of Concern”, 2018). Mrs. H is a
third-grade teacher in my building who currently uses technology on a daily basis. Her room has
a computer center where she uses technology for her small group rotations to support her
instruction. The fourth stage of the ACOT model is Appropriation. At this stage, teachers'
confidence begins to grow. Their pedagogical approaches are innovative and they are more
creative creating real tasks. They focus more on cooperative, project-based learning. “They come
to understand technology and use it effortlessly to accomplish real work- their roles begin to shift
noticeably and new instructional patterns emerge... teachers begin to reflect on teaching, to
question old patterns, to speculate about causes behind the changes they are seeing in their
students” (“The Apple Classrooms of Tomorrow (ACOT) Model- Stages of Concern”, 2018).
After surveying my building, I found one teacher at the appropriation stage. Mr. J. is a fifth year
fourth grade teacher that utilizes technology every chance he gets. He even uses his grade level
mobile cart on days that it’s not assigned to him. His classroom is set up where the students work
in collaborative groups for learning while continuing to employ instruction with student work
however, he lets his students independently select their learning approach. He allows his
students to take advantage of the internet for additional materials. The final stage of the ACOT
model is the invention stage. At this stage, teachers have more freedom and creativity with
technology. They invent and re-invent the uses of technology in their teaching. Technology has
become part of teacher knowledge and pedagogy (“The Apple Classrooms of Tomorrow
(ACOT) Model- Stages of Concern”, 2018). I didn’t have any teachers in my building at this
stage in the ACOT model.
Overall, I think my building is on track to moving in the right direction with the ACOT model.
My goal is to use my technology team, which will consist of the three teachers I mentioned in
this section along with a few others to gather ideas to move to the next level as a school. My goal
is to have all teachers in my building move to the adoption or appropriation by the end of the
upcoming school year. With successful professional development trainings scheduled throughout
the year and helping one another I believe we can move the staff to the next phase.

Plan of Action
“A vision statement expresses your thoughts about what you want to happen in the future
and should be written in broad terms” (Guidebook, 1996). My vision for this innovation
implementation at Waldon Woods Elementary School is to train and motivate our scholars for a
quickly transforming world by coaching them to be proficient in social media communications
and responsibilities. These technology advancements will support Waldon Woods Elementary to
be at the forefront as leaders in the 21st century teaching. These tools will essentially guide our
scholars to be successfully prepared in the world they enter. If this innovation is successfully
adopted in 3-5 years, my school will look like a 21st century school. I know we are making
strides at implementing technology but I believe that 21st century learning is more than bringing
in technology. We have to teach 21st century skills in order for 21st century learning to occur.
This social media implementation will allow students to explore how social media has changed
communication, how it affects their future, and how they can use it as an advantage. Social
media isn’t disappearing anytime soon. Ways of communicating are being altered right before
our eyes.
Students, parents, and staff need to understand this communication and be able to communicate
effectively using it.
“A mission statement describes your purpose and plans for fulfilling your vision for
technology education” (Guidebook, 1996). Our districts mission and vision says we will prepare
students for the 21st century with college and career readiness skills (Prince Georges County
Public School District, n.d., -a, County Mission). At this point we cannot assume that learning
how to connect by means of the internet is not essential when a bulk of schools use social media.
Teaching and learning will be adjusting to most because we are so used to using paper. Each
platform entertains for a particular reason and has specific viewers. Our students will have the
opportunity to classify and create their own spectators.
Parent communication and involvement are two of the important issues that the plan
might help solve. We currently use a call out system to inform parents of different events and to
convey any information needed from school. This call out system is an automated message
delivered to their cell phone or whatever phone number they have on file at the school. This
method of communication is not consistent due to unreliable phone numbers. Therefore, some
parents never get the information needed or they get the information too late. Another important
issue that I’m sure the plan will help solve is classroom engagement. Implementing social media
in the classroom will make the students more involved and interested in their learning
experience. While taking the ET630 class, my students did a virtual Skype with another class in
our building. The students loved it! Next school year I plan to do a virtual field trip using Skype
and even try to connect with a classroom outside of our building using virtual Skype. After
taking ET 630 as an educator we learned why teachers would want to use social media in their
classroom. Learners can utilize digital communication technology to resourcefully collaborate
with peers to develop their classrooms for cooperative as well as universal learning. Students
will also be able to heighten their approach and assess different material.
The goal for my ideal plan would be to accomplish using social media platforms as a way
to enhance the education and communication of our school and all its stakeholders. I plan to
achieve this goal by saying the school will be able to communicate more effectively through
social media with our staff, students, and parents by posting on a platform at least three times a
week in order to boost parent involvement and participation. Students will also be able to show
how social media can be a useful tool in the classroom to help keep students involved in learning
in order to increase test scores. The necessary action steps involved for completing each goal
would be to first meet with the technology team to map out a plan. Next I would hold a
professional development on using social media in the classroom. Then I would model how
social media can be a communication tool for parents, students, staff, and all other stakeholders
involved. My timeline for completion of this implementation will begin before school is out in
June. I plan to let administration take a look at my proposed plan before June 25th. I will form
and finalize a new tech committee before the end of the current school year. Be prepared for the
final approval of the technology plan in August 2018 during our staff return week. Finally, I will
start the implementation by posting and communicating on a social media platform before
students return in September. In order to successfully implement this plan, I will need all
stakeholders on board. The tech committee and I will meet with the administrators in June with
a proposed plan of action. I will ask for additional volunteers to join the tech committee. We
will then hold the professional developments and show examples in the classroom on how to
integrate social media for instructional purposes. Although my plan is to develop a technology
integration plan that the entire school will utilize and promote. Even with the best professional
development and resources available, some teachers will still struggle. That’s when the
technology team will persistently give them reassurance and assistance in addition to applauding
their cooperation for initiating the implementation of the innovation.
I will know if the implementation of my plan is working when we start to see the
responses to school announcements. When we see the parent participation numbers increase to
school events we will know that the chosen platform is working for communication. For
example, our first school event is Back to School Night. Posting this announcement on our
social media platforms will allow more parents to be aware and participate. Communicating via
social media also saves time and money. Teachers and staff don’t have to waste planning time at
the copy machine making announcement copies to send home. Communicating this way also
saves money by cutting back the cost of purchasing paper. That money could go towards more
technology software. I will need all teachers and staff to be on board with this implementation
with an open mind. I need the support of all stakeholders to make this social media
implementation work. I already spoke to my region technology rep Ms. I. Smith to help me
through this process.
References

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from: http://onlinetools.pbworks.com/f/ACOTStagesofTechnology.doc.pdf

Cox, J. (n.d.). Technology in the Classroom: Creating a Cyber-Safe Space.

Retrieved from:

http://www.teachhub.com/technology-classroom-creating-cyber-safe-space

Dwyer, D., Ringstaff, C., Sandholtz, J. (n.d.). Integrating Technology into Classroom Instruction

An Assessment of the Impact of the ACOT Teacher Development Center Project.

Retrieved from: https://www.apple.com/euro/pdfs/acotlibrary/rpt8.pdf

Mississippi State University Graduate Students (1996). Guidebook for Developing an Effective

Instructional Technology Plan (Version 2.0). Retrieved

from: https://drive.google.com/file/d/0B_oFkMl-s85RbUFDdUhGZ0NFNDA/view

Prince Georges County Administrative Procedures, August, 2016.

procedure #5180. Retrieved from:

file:///Users/carmen.tucker/Downloads/FINAL Administrative Procedure 5180 – Student

Use of Social Media in Schools - 8.17.16.pdf

Prince Georges County Public School District, n.d., -a, County Mission.

Retrieved from: http://www.pgcps.org/aboutpgcps.aspx

Rogers, E. M. (1995). Diffusion of Innovations (5th ed.). New York, NY: The Free Press.

Schoolyard Educational Technology, School Specialty (2016, April, 12). Retrieved from:

https://blog.schoolspecialty.com/teaching-internet-safety-classroom/

The Apple Classrooms of Tomorrow (ACOT) Model- Stages of Concern. (2018).


Retrieved from: https://acotmodel.wikispaces.com/

Turek, W. (2010, February 12). Ely's Condition of Change. Retrieved

from: https://sites.google.com/site/elysconditionsofchange/history

Waldon Woods Elementary School. n.d., -a, Vision and Philosphy.

Waldon Woods Elementary website. Retrieved

from: http://www.pgcps.org/waldonwoods/