Digital Learning Days

Team Name: Virtual Visionaries

Change Agents: Ashley Drake, April Parmer, Andrea Brown, and Ingrid Lyndon
Client: “XYZ” High School
Innovation: Digital Learning Days
Intended Adopters: Administrators, teachers, parents and students of “XYZ” High School

Table of Contents
1a. Innovation
Rationale
General Features of the Selected Innovation
Five Attributes of the Innovation
Relative Advantage
Compatibility
Complexity
Trialability
Observability
1b. Context
Description of the School or Educational Unit
General Characteristics of the Intended Adopters
2. Analysis
Method and Sample
Perceptions and Attitudes Toward Innovation
Knowledge and Skills in Relation to the Innovation
Concerns about the Innovation
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 Adopters’ Support Needs
Social and Organizational Factors
Barriers to the Innovation
Enablers of the Innovation
Five Representative Voki Quotes
3. Technology Integration Plan
Action Plan
Step 1: Descriptive Title of Step 1
Rationale
Key Actors and Resources
Timeline
Step 2: Descriptive Title of Step
Rationale
Key Actors and Resources
Timeline
Step 3: Descriptive Title of Step
Rationale
Key Actors and Resources
Timeline
Step 4: Descriptive Title of Step
Rationale
Key Actors and Resources
Timeline
Step 5: Descriptive Title of Step
Rationale
Key Actors and Resources
Timeline
Step 6: Descriptive Title of Step
Rationale
Key Actors and Resources
Timeline
Step 7: Descriptive Title of Step
Rationale
Key Actors and Resources
Timeline
Step 8: Descriptive Title of Step
Rationale
Key Actors and Resources
Timeline
Step 9: Descriptive Title of Step
Rationale

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 Key Actors and Resources
Timeline
Summary Table
References

Innovation

Rationale

Snow. Hurricanes. Power outages. Inclement weather. Freak forces of nature. Oh My! All have

caused an occasional missed school day. All have often caused multiple missed school days. All

have provided an overwhelming sense of joy for students knowing they have a day off of school. All
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have caused unnecessary stress and worry for educators who want to ensure that quality learning still

occurs when school is not in session.

In the past, a school day missed due to inclement weather has been viewed as “just another

day off” for students. When multiple inclement weather days occur, school systems are often required

to extend school days, reduce or eliminate school breaks, or implement school days over scheduled

work days for teachers. In students’ minds, these are seen as days for sleeping in, frolicking in the

snow, and watching countless hours of television or playing exorbitant amounts of video games.

These days cause missed opportunities to provide content, enrichment, and reteaching for students,

resulting in gaps in students’ retention and the ability to consistently practice the concepts taught.

However, in the 21st century, why should learning stop when the classroom can essentially be

anywhere the student is via a technological device? Digital learning days can aid in closing the

performance gap for missed school days due to weather. Digital learning days provide opportunities

for students and teachers to extend learning environments to the comfort of their own homes. With

access to sound, engaging instruction through the use of technology, students can continue learning,

even if a face-to-face meeting in the traditional classroom is negated by Mother Nature.

General Features of the Selected Innovation

Digital Learning Days, or Virtual Snow Days, are a type of innovation which allows school

districts to avoid having to add extra instructional time to a school calendar due to inclement weather

or other unforeseen problems. It is similar to school systems allowing students to use virtual

classrooms to make up lost credits or provide instruction for classes not offered. The International

Association for K-12 Online Learning (iNACOL) found that 25 states had virtual schools (iNACOL,

2013). These states and schools said that their reason for offering online classes were for content not

otherwise covered at the school, and for recovering course credits (D.M. Hua, C.B. Davison, & S.

Kaja, 2017, p. 21). It is not intended to replace regular attendance in a brick and mortar school.

Instituting Digital Learning Days provides an opportunity for both the teacher and student to “be at
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school” in the comfort of their home. While nature is unpredictable and all kinds of things can occur to

keep both learners and teachers away from the classroom, Digital Learning Days allow for

engagement and learning to continue outside of the classroom walls. Its purpose is to prevent the

interruption of learning which occurs when schools must close for snow, hurricanes, flooding, or other

safety concerns. The cost for implementing Digital Learning Days would be minimal because the

students have already been provided with laptops. Also, because the school system already uses the

Schoology application, there would be very little need for additional hardware and software

infrastructure. Administrators, teachers, parents, and students would all benefit from Digital Learning

Days because it would solve the problem of interrupted instructional time.

Five Attributes of the Innovation

Relative advantage. In the CTE Journal article, Stakeholder Response to Virtual Learning

Days in Public School Districts (Hua et al., 2017), the authors surveyed students, parents, teachers,

and school administrators to investigate the impact of Digital Learning Days implemented due to

inclement weather. Fourteen of the school districts surveyed stated that their students had responded

well to the use of Digital Learning Days (Hua et al., 2017, p. 26). It was noted that students

appreciated that Digital Learning Days avoided the need for make-up days or extensions to the

school year (Hua et al., 2017, p. 27). Hua said, “Despite these initial concerns, almost all of the

school districts found that the parents adjusted to the Digital Learning Days and are now very

supportive (Hua, et al., 2017, p. 28). The flexibility afforded teachers was reflected in their responses

to Digital Learning Days. Like the students and parents, most of the teachers responded favorably to

the use of Digital Learning Days. The teachers also liked that not using traditional snow days avoided

changes to the school calendar (Hua et al., 2017, p. 29). The school district administrators were

supportive of Digital Learning Days as a substitute for declaring traditional snow days. This was

expected since the development and application for approval of a virtual learning day policy is based

on an administrative decision. Their primary concern was ensuring the quality of instruction (Hua et

al., 2017, p. 29).

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 Compatibility. Compatibility is a concept advanced by Rogers in the Diffusion Theory

(Rogers, 1995). It refers to the degree to which potential adopters perceive an innovation to be

consistent with their beliefs, needs, values and past experiences. The concept of Digital Learning

Days is compatible with most all of the stakeholders’ habits because the potential adopters have seen

how technology has simplified their lives in the past. They use their devices to text, watch and share

videos, read the news, order dinner, catch a ride to a concert, socialize, and in myriad other ways.

Technology has met their needs in so many ways that they consider it an extension of themselves.

When internet or cellular service become unavailable for whatever reason, many people go into panic

mode. Using technology for virtual snow days will be compatible with the stakeholder’s current

lifestyles, beliefs, and needs.

Complexity. Complexity is the degree to which an innovation is perceived as relatively difficult

to understand and use (Rogers, 1995, p. 242). Some teachers may need extensive professional

development if they have not been exposed to creating content for virtual instruction. On the other

hand, many teachers have taken courses using digital platforms and are more confident in creating

instructional videos and various other artifacts for the classes they teach.

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 Trialability. Trialability is the degree to which an innovation may be experimented with on a

limited basis (Rogers, 1995, p. 243). To ensure that students are prepared, some school districts

indicated that they had implemented practice days. These practice days provide students with an

opportunity to experience what will be expected once an actual virtual learning day is declared. (Hua

et al., 2017, p. 27).

Observability. Observability is the degree to which the results of an innovation are visible to

others. (Rogers, 1995, p. 244). As early as 2014, the state of Indiana developed policies so that

school districts could implement Digital Learning Days for the purpose of making up lost instructional

time. These rules and regulations regarding the specifics of virtual instruction for school districts have

been adopted by school districts all over the country. In Georgia, Dekalb County Schools have

already instituted procedures for virtual snow days. School systems considering ways to make up lost

instructional time can observe and learn from the successes and challenges experienced by school

systems already using the innovation.

Context

Description of the School or Educational Unit

“XYZ” High School is a public school located in a semi-rural region of Northwest Georgia

approximately one hour from downtown Atlanta. Technology is a part of daily school life for students,
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teachers and staff. Students and teachers are issued Dell laptops for academic use at school and

home. While some students opt out of this program or are not eligible to receive a laptop due to fines

owed to the school, more than 90% of the student population has a school-issued computer as part of

the 1:1 program. Additionally, Schoology is used as a learning management system school-wide, with

premium features such as Lockdown Browser for secure testing and gradebook syncing with

Powerschool paid for by the district. As both the laptops and Schoology were implemented in 2016

and are also used at the middle schools, teachers and students are widely familiar and comfortable

with their use. From August 21, 2018 to September 19, 2018, “XYZ” teachers and students logged

45,292 page views on Schoology, with around 2,000 student visits per school day.

A major concern at “XYZ” high school is attendance, and improving student attendance is one

of the goals on the school improvement plan. According to its school improvement plan, the second

identified overarching need of “XYZ” high school is to “increase the quality of the educational

experience to empower all students to succeed” (SIP, 2017). Furthermore, the first root cause listed

states that, “poor attendance is negatively impacting student success” (SIP, 2017). Digital Learning

Days will complement other efforts to improve student attendance and achievement by minimizing the

loss of instructional time during instances of extreme weather.

General characteristics of the intended adopters. The intended adopters include teachers,

students, and parents of “XYZ” high school. “XYZ” high school has eighty teachers, four counselors,

and four administrators to serve approximately 1550 students in grades 9-12, of whom 75% are

White, 14% are Hispanic, 7% are Black, and 3% are multiracial (School Profile, 2018). Twenty-two

percent of students are economically disadvantaged, and 10% have disabilities (Governor’s Office of

Student Achievement, 2017). Many students spend all or part of the day off campus attending classes

at the county’s college and career academy, taking dual-enrollment classes, or participating in the

work-based learning program. In a stakeholder survey conducted in March 2018, data showed that

3% of teachers and 3% of XYZ student families do not have internet at home, but widespread support

for Digital Learning Days was found among both teachers and parents (Bunce, 2017).
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 Analysis

Method and Sample

Interviewees were selected at “XYZ” high school to assess the following in relation to using

Digital Learning Days to replace traditional inclement weather days: perceptions and attitudes,

knowledge and skills, concerns, support needs, social and organizational factors, barriers and

enablers. The interviewer used an interview protocol that contained multiple questions related to the

previously mentioned topics. Among the selected panel of interviewees were five teachers (two

Spanish teachers, one English/Language Arts teacher, one CTAE/Digital Technology teacher, and

one Special Education English/Language Arts teacher) and three students (one ninth grader, one
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tenth grader, and one twelfth grader). Teachers and students were assured anonymity throughout the

interviews.

Perceptions and Attitudes Toward Innovation

The overall consensus from teachers interviewed at “XYZ” High School was in support for

Digital Learning Days. One teacher described Digital Learning Days as a “win-win” as students are

able to continue learning, and holidays or breaks may still be observed. It was also mentioned that

many students typically miss traditional makeup days regardless due to family plans. According to the

teachers, Digital Learning Days are desirable alternatives to traditional, ineffective makeup days and

extended school hours, as they keep students and teachers “on track” and focused. Teachers also

agreed that they would like to assign relevant classwork instead of pre-loaded assignments. Some of

the teachers mentioned the usefulness of scheduled office hours and the ability to message or email

with students instead of being “tied” to a computer all day. Teachers’ perceptions and attitudes toward

Digital Learning Days were positive and supportive.

Students interviewed at “XYZ” High School were mostly in agreement that the school should

utilize Digital Learning Days in place of makeup days for inclement weather. Students were in favor of

Digital Learning Days because they do not like to give up scheduled breaks. One student mentioned

that many people plan vacations during scheduled breaks, and that Digital Learning Days would allow

for families to take those vacations without worry of makeup days. Another student stated that he gets

bored at home and would like to do schoolwork. Overall, students were supportive of the innovation.

Knowledge and Skills in Relation to the Innovation

All interviewed teachers at “XYZ” High School were familiar with the term “Digital Learning

Days” and viewed them as valuable learning opportunities. Digital learning days were described as

providing assignments for students to do online, at home, in the event that school is cancelled due to

inclement weather. Teachers felt their skills with technology and the school’s online platform

(Schoology) were proficient. Overall, teachers interviewed at “XYZ” High School presented

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confidence in their abilities to provide the necessary online instruction on the occasion of a digital

learning day.

All three students interviewed at “XYZ” High School were initially unclear of the term’s

meaning. One student asked if the term “digital learning day” meant to work on computers at school.

When the interviewer explained the actual meaning of the term, the student reacted positively. Two of

the three students interviewed claimed to feel confident in using technology and utilizing the school’s

digital learning platform (Schoology). One student stated he felt unconfident with utilizing the school’s

learning platform. Overall, the interviewed students were initially unaware of the term “Digital Learning

Days” and had mixed feelings about utilizing the school’s learning platform.

Concerns about the Innovation

The main concern about Digital Learning Days among teachers interviewed at “XYZ” High

School was the possible lack of access to technology or internet in the event of inclement weather.

Many teachers questioned what actions students would be expected to take if they did not have

technology or internet at home, or if the power went out. Another noted concern was for the few

students who may not attempt assignments due to thinking they had an “off day,” One teacher

mentioned the need for a deadline after returning to school so that students without internet or access

to technology would have the ability to complete an alternative assignment. In addition, one teacher

felt that not all teachers were proficient in utilizing the school’s online platform (Schoology),

particularly the multiple, new teachers at “XYZ” High School this school year. Suggestions were made

to address this concern with additional training.

One concern expressed by students about Digital Learning Days was the ability for students to

contact the teacher for help. This could be remedied by scheduled office hours for teachers. Another

student concern was that other students may not complete the assignments. The interviewed

students did not express any additional concerns beyond these.

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Adopters’ Support Needs

Teacher adopters at “XYZ” High School commented that they would really enjoy having time to

collaborate with colleagues in order to effectively plan and prepare for Digital Learning Days.

Collaboration would allow teachers to plan effective and engaging lessons to be utilized during Digital

Learning Days. Training would also be necessary for all involved parties to know and understand

requirements for executing Digital Learning Days. Interviewed teachers noted that they would like to

be trained on the necessary requirements of Digital Learning Days, such as where to post

assignments and where students would find information needed for their classes. Students

interviewed also noted that they would like to be trained and adequately prepared for what is required

when Digital Learning Days occur.

Social and Organizational Factors

In terms of organization factors, interviewed teachers stated that there should be consistent

guidelines in order to effectively implement Digital Learning Days at “XYZ” High School. Guidelines

would allow for uniformity across individual subjects and the entire school. In larger districts, like the

district in which “XYZ” resides, the concern is the regulation of specific content modules. One teacher

at “XYZ” suggested that department heads could be in charge of approving planned modules for the

Digital Learning Days. Guidelines and protocols were noted as necessary factors in implementing

Digital Learning Days.

Interviewed students mentioned the importance of available resources and support on Digital

Learning Days. Specific protocols would need to be established to communicate student

expectations. Interviewed students questioned how they would know when assignments were due

and where to access assignments. Students were also concerned with how assignment due dates

would correlate with the missed, traditional school days.

Accountability was another factor that was presented throughout the interviews. Both students

and teachers felt that everyone involved should be held accountable for the adoption of Digital
12
Learning Days. Teachers mentioned that assigned work during Digital Learning Days should be

graded in order to foster student accountability.

Barriers to the Innovation

There are several barriers, both first order and second order, in regards to implementing Digital

Learning Days. One first order barrier that cannot be easily controlled is the reasoning behind why the

digital learning day is needed. Reasoning could include events such as inclement weather and safety

issues. Another first order barrier present is the need for technology to implement the innovation.

Some users, teachers and students alike, may not have the necessary technology or access to

internet to effectively utilize the innovation .

Second order barriers (knowledge, skills, attitudes, beliefs, etc.) also exist in the

implementation of Digital Learning Days. Any of these barriers could present as an obstacle for both

teachers and students. Teachers may struggle with knowing what content to utilize for their inclement

weather lesson plans. Also, any lack of technological skills needed to implement the technology could

affect the success of Digital Learning Days. Additionally, teacher attitudes and beliefs in regards to

Digital Learning Days could negatively impact the implementation process.

Students could also be greatly affected by second order barriers. Student knowledge and skills

needed to utilize Digital Learning Days are vitally important in executing the innovation. Student’s

attitudes and beliefs are intrinsic obstacles that could positively or negatively impact the effectiveness

of Digital Learning Days. Students must be motivated to work on assigned work outside of school in

order for the innovation to be effective.

Enablers of the Innovation

Some of the enablers for this innovation are financial resources, a clear vision, passionate

people with creative minds, and the internet. Teachers who were interviewed in regards to

implementing the innovation of Digital Learning Days at “XYZ” High School stated that in order to

effectively utilize the innovation, planning and preparation would have to occur to know what is
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expected and how to adequately implement the innovation. Students also stated that they would need

to be trained to know and understand what is required in order to effectively implement the

innovation.

Five Representative Voki Quotes

http://www.voki.com/vp-editor/preview_export/impress.php?VpID=1165881

http://www.voki.com/vp-editor/preview_export/impress.php?VpID=1165916

http://www.voki.com/vp-editor/preview_export/impress.php?VpID=1166076

http://www.voki.com/vp-editor/preview_export/impress.php?VpID=1166132

http://www.voki.com/vp-editor/preview_export/impress.php?VpID=1166237

Technology Integration Plan

Action Plan

The main goal of this technology integration plan is to implement Digital Learning Days at

“XYZ” High School. In order to ensure effective implementation of the technology plan, we have

developed the following action plan.

Step 1: Communicate Vision

The concept of Digital Learning Days will be communicated progressively from the top down,

beginning with central office staff, continuing with school administrators, then teachers, and finally to

students and parents. Multiple means of communication will be used to ensure all stakeholders

understand the expectations for Digital Learning Days. The Instructional Technology Specialist will

prepare materials to present to the teachers, who will then build their Snow Day modules and explain

to students the Digital Learning Day procedures and how to access Snow Day modules in Schoology.

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 Rationale. Kotter, in the Harvard Business Review says, use “every vehicle possible to

communicate the new vision and strategies” (2007, p.99). In the case of “XYZ” High School, that

includes in person meetings with staff, school-wide and in-class announcements for students, the

school messenger system for parents, as well as posters and social media & Schoology posts.

Additionally, by progressively rolling out the vision (Central Office - School Level Admins - Teachers -

Students & Parents), each stakeholder has a chance to ask questions and clarify their understanding

of the process before being faced with questions from students and parents.

Key actors and resources.

● Change agents (central office staff, school administrators, media specialist, instructional

technologist and select teachers)

● Intended Adopters (teachers, students and parents)

● Communication infrastructure (school messenger system, social media pages, email,

etc.)

Timeline. 4 weeks.

Step 2: Survey of Stakeholders

Surveys will be sent to teachers, administrators, students, parents, and community members

to gauge their interest, concerns, and ideas about implementing Digital Learning Days when

attendance at school is not possible due to inclement weather or for various other reasons.

Rationale. One essential step for change agents of a new innovation is to identify intended

adopters. These intended adopters and change agents need to communicate. The surveys will

provide feedback for change agents to gauge the climate for the intended innovation. The change

agents will initially introduce the concept of Digital Learning Days to the staff, students, and parents

through a variety of media (step one), quickly followed with the surveys. According to Ellsworth, the

wise innovation developer “will have studied the characteristics of the intended adopters, their

15
relationship within the systems of which they are a part, and the environment in which those systems

exist” (2000, p.30).

Data collected from the surveys with the staff, parents, and students will provide the change

agents with needed information about concerns and opinions about the intended innovation.

Surveys will help to identify leaders within the faculty.

Key actors and resources.

● Change agents (central office staff, school administrators, media specialist, instructional

technologist and select teachers)

● Intended Adopters (teachers, students and parents)

● A survey generator such as Google Forms or Survey Monkey

● Devices to administer the survey

Timeline. 2-3 weeks.

Step 3: Analyze Surveys

Once the surveys are collected, the change agents will analyze the data looking for themes

and perceptions as they relate to the intended innovation.

Rationale. According to Fullan, Cuttress, & Kilcher, in “8 Forces for Leaders of Change,”

“Making change work requires the energy, ideas, commitment, and ownership of all those

implementing improvements” (2005, p.55). The analyzed data will serve to guide the direction of the

action plan. Rogers (2003) notes that survey responses will enable change agents to identify early

adopters and innovators who will be important allies in the change process, aiding and persuading

the skeptics and laggards . The data will show change agents where professional development needs

to begin and help identify stakeholders’ concerns so they can be addressed prior to implementation.

Key actors and resources.

● Change agents (central office staff, school administrators, media specialist, instructional

technologist and select teachers)

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 ● Survey data displayed in tables, graphs, summaries, etc.

Timeline. 1-2 weeks.

Step 4: Collaboratively Plan with Change Agents to Address Concerns, Interest, and Support
Needs in Regards to Innovation
In this step, the change agents will collaborate to make a plan for implementing Digital

Learning Days. Concerns from the surveys will be addressed in this stage. The teachers on this

committee will include the early adopters and innovators identified in step 3.

Rationale. It is important to include teachers in this step, as it improves buy-in and ensures

that the concerns of the primary adopters are addressed. Reigeluth and Duffy in “Paradigm Change

in Education: Introduction to Special Issue” say “Broad stakeholder ownership of the process is

important for building commitment, reducing resistance, and enhancing sustainability. It spreads out

the learning” (2014, p. 5).This is also a key time to discuss the plan with a small group of intended

adopters to address potential areas of concern.

Key actors and resources.

● Change agents (central office staff, school administrators, media specialist, instructional

technologist and select teachers)

● Analyzed survey data

Timeline. 4 weeks.

Step 5: Professional Development

Change agents will meet with teachers to explain the procedure for Digital Learning Days that

was decided in step 4. Teachers will receive guidelines for the amount of work to assign students,

when assignments will be due, how to deal with late/missed assignments, and assessment.

Additionally, specific guidelines and timelines for creating Digital Learning Day modules will be given.

Rationale. Throughout the interviews, one concern of teachers was accountability and

consistency across the school. If a few teachers fail to follow through with creating, assigning, and

17
assessing Digital Learning Day assignments, their actions undermine the efforts of those who do try

to follow the rules. According to Kotter, when making a change in a large organization,

“Transformation is impossible unless hundreds or thousands of people are willing to help, often to the

point of making short-term sacrifices. Employees will not make sacrifices, even if they are unhappy

with the status quo, unless they believe useful change is possible” (2007, p.100). Providing clear and

specific guidelines and expectations for all teachers, as well as an opportunity for teachers to ask

clarifying questions, is essential to getting the necessary buy-in and participation from teachers.

Key actors and resources.

● Change agents (central office staff, school administrators, media specialist, instructional

technologist and select teachers)

● Intended Adopters (teachers)

● Meeting handouts including an overview of expectations for Digital Learning Days

● Access to technological devices

Timeline. 2 weeks.

Step 6: Obtain Funding for Any Necessary Equipment or Software

Change agents will meet to determine any equipment or software needed to effectively

implement Digital Learning Days. Once needs are determined, a budget will be set and officials will

begin allocating funds and obtaining funding.

Rationale. Monetary needs for equipment or software will likely be minimal, as students and

teachers may use their own devices, and continue to utilize the school’s online platform, Schoology.

Additional resource needs may arise, and although “fewer than half of public school principals say

that have a great deal of influence over how their school budgets will be spent” (Jerald, 2005, p.4),

school officials will collaborate with the district leaders to obtain funding for needs. David and Cuban

state that “although money is no guarantee of success, lack of money predictably leads to failure”

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(2010, p.190). A successful implementation of Digital Learning Days is of great importance to “XYZ”

High School; therefore, allocating budget funds and obtaining any additional funding is vital.

Key actors and resources.

● Change agents (central office staff, school administrators, media specialist, instructional

technologist and select teachers)

● Potential donors

● Access to the school’s budget

● Grants, donations, hand-me-down equipment

Timeline. 4-5 weeks.

Step 7: Present innovation to Parents at Curriculum Night by Modeling a Digital Learning Day
Intended adopters will be invited to a curriculum night to participate in modeling a digital

learning day. This is intended to increase support and streamline the program.

Rationale. Fullan et al. state that “change knowledge is required to render overload into

greater coherence. Creating coherence is a never ending proposition that involves alignment,

connecting the dots, being clear about how the big picture fits together” (2005, p.57). Therefore, it is

vital for intended adopters (namely, teachers and students) and their representatives (parents) to be

informed of the requirements and expectations related to Digital Learning Days. A curriculum night

will serve the purpose of communicating teacher and student requirements and expectations during

Digital Learning Days, and present to all stakeholders the importance of their unification and support.

At the curriculum night, change agents will guide students and parents through the online platform

and outline specifications involved with Digital Learning Days. An open forum will be available for

teachers, students and parents to ask relevant questions. The purpose of this event is to increase

support for Digital Learning Days and clarify any uncertainties.

Key actors and resources.

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 ● Change agents (central office staff, school administrators, media specialist, instructional

technologist and select teachers)

● Intended Adopters (teachers, students and parents)

● Meeting location

● Technological devices

● Presentation

● Access to school’s online platform

● Teacher and student requirements and expectations

● Practice lesson

Timeline. 1-2 weeks.

Step 8: Roll out “Pilot Program” Practice Day to promote “Buy In”
Intended adopters will participate in piloting a practice digital learning day so that students and

teachers can practice for clarification of expectations.

Rationale. Ellsworth impresses the importance that an innovation “be set up and tried outside

the ‘lab,’ in the client’s own system” (2000, p.129). A practice, digital learning day will allow for

intended adopters to provide constructive feedback and for change agents to remedy any

weaknesses of the program. This “pilot program” is beneficial for teachers and students, “to ensure

that they understand what implementation is supposed to look like” (2000, p.142). Change agents can

then take constructive feedback and make adjustments to the program or provide clarifications as

needed.

Key actors and resources.

● Change agents (central office staff, school administrators, media specialist, instructional

technologist and select teachers)

● Intended Adopters (teachers, students and parents)

● Access to school’s online platform

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 ● Teacher and student requirements and expectations

● Practice lesson

Timeline. 1 week.

Step 9: Stabilizing Adoption and Preventing Resistance

It is vitally important when implementing an innovation such as Digital Learning Days, that

adoption of the innovation is stabilized and resistance is prevented in utilizing the innovation. Since

this innovation would be beneficial for “XYZ” High School and potentially the entire county, this is a

crucial and critical step.

Rationale. With the intended adoption of Digital Learning Days, students and teachers that

were interviewed from “XYZ” High School mentioned barriers that could potentially prevent the

adoption of the innovation and could allow for resistance due to the barriers. It is important to plan

how to address these barriers prior to implementation to avoid problems down the road. Second order

barriers that were presented from both students and teachers were attitudes toward the

implementation of the innovation. Kotter and Schlesinger mention potential ways in which resistance

could occur and ways to prevent the resistance of the innovation in, “Choosing Strategies for

Change.” The article mentions, “To predict what form their resistance might take, managers need to

be aware of the four most common reasons people resist change. These are a desire not to lose

something of value, a misunderstanding of the change and its implications, a belief that change does

not make sense for the organization, and a low tolerance for change...If resistance stems from

employees’ lack of information, use education to communicate the reasons for the desired change...if

you want resisters to become more committed to the change, encourage their participation in its

design or implementation” (Kotter, & Schlesinger, 2008, p.132-133). By creating a stable plan to

implement the adoption of Digital Learning Days, this will ultimately allow for the adequate adoption of

the innovation and prevent resistance. Addressing first order and second order barriers will give

intended adopters the confidence to adequately and efficiently adopt Digital Learning Days.

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 Key actors and resources.

● Change agents (central office staff, school administrators, media specialist, instructional

technologist and select teachers)

● Analyzed survey data

Timeline. 2 weeks.

Step 10: Provide and Analyze Feedback from Stakeholders Throughout the Year
Feedback is vitally important to effectively implement Digital Learning Days. This ensures that

stabilization of the implementation is strong and that the utilization of the innovation is consistent.

Feedback allows all involved stakeholders to communicate their wants, needs, and worries when

utilizing the intended innovation.

Rationale. With the implementation of consistent feedback and analysis of the critiques,

communication is important to ensuring effective use of the innovation. Kotter notes that,

“Communication comes in both words and deeds, and the latter are often the most powerful form.

Nothing undermines change more than behavior by important individuals that is inconsistent with their

words” (2007, p.100). Analyzing and implementing a consistent platform of communication allows for

consistent revisions and improvements, effectively managing the innovation of Digital Learning Days.

Key actors and resources.

● Change agents (central office staff, school administrators, media specialist, instructional

technologist and select teachers)

● Intended Adopters (teachers, students and parents)

● Platform to consistently give feedback on the intended use and adoption of Digital

Learning Days

Timeline. Consistently occurring throughout the school year (9 months).

22
 Summary Table

Action Rationale Key Actors Resources Timeline

Steps/Strategies

Step 1: In order to ensure ● Change agents ● Communication 4 weeks

Communicate the vision of Digital (central office infrastructure:
Vision Learning Days is staff, school the school
implemented in an administrators, messenger
effective manner, media specialist, system, social
the concept of the instructional media pages,
innovation will be technologist and email, etc.
communicated in a select teachers)
consistent and well ● Intended
thought out manner Adopters
with all (teachers,
stakeholders. students and
parents)

Step 2: Because effective ● Change agents ● A survey 2-3 weeks

Survey of communication is (central office generator such
Stakeholders vital throughout the staff, school as Google
duration of the administrators, Forms or Survey
diffusion of the media specialist, Monkey
innovation, instructional ● Devices to
stakeholders will be technologist and administer the
surveyed to get an select teachers) survey
adequate ● Intended
understanding of Adopters
ideas, concerns, (teachers,
and interest of students and
Digital Learning parents)
Days.

Step 3: Analysis of data is a ● Change agents ● Survey data 1-2 weeks

Analyze Surveys key contributing (central office displayed in
factor to staff, school tables, graphs,
understanding how administrators, summaries, etc.
the adoption of the media specialist,
innovation can instructional
effectively occur. At technologist and
the completion of select teachers)
the surveys, the
change agents will
examine the

23
 findings of the
surveys in order to
know how to
effectively plan and
manage the
diffusion of Digital
Learning Days.

Step 4: Planning is a critical ● Change agents ● Analyzed survey 4 weeks

Collaboratively part in the diffusion (central office data
Plan of an innovation for staff, school
all involved parties: administrators,
the change agents media specialist,
and intended instructional
adopters. Allotting technologist and
time to plan in select teachers)
regards to Digital
Learning Days will
give ownership for
the stakeholders
while the change
agents ensure that
primary concerns,
ideas, and needs
are addressed and
facilitated.

Step 5: Teachers are a vital ● Change agents ● Meeting 2 weeks

Professional component of the (central office handouts
Development diffusion of the staff, school including an
innovation, Digital administrators, overview of
Learning Days. media specialist, expectations for
They are the instructional Digital Learning
intended adopters technologist and Days
and are a critical select teachers) ● Access to
aspect to the ● Intended technological
innovation. Adopters devices
Professional (teachers)
development will
occur to ensure that
necessary
guidelines are
addressed as well
as timelines, tips for
lessons, etc. in
order for teachers to
effectively execute
Digital Learning
Days.

24
Step 6: School officials will ● Change agents ● Access to 4-5 weeks
Obtain Funding meet to determine (central office school’s budget
any equipment or staff, school ● Grants,
software needed to administrators, donations,
effectively media specialist, hand-me-down
implement Digital instructional equipment
Learning Days. technologist and
Once needs are select teachers)
determined, a ● Potential donors
budget will be set
and officials will
begin allocating
funds and obtaining
funding.

Step 7: Intended adopters ● Change agents ● Meeting location 1-2 weeks

Present will be invited to a (central office ● Technological
Innovation at curriculum night to staff, school devices
Curriculum Night participate in administrators, ● Presentation
modeling a digital media specialist, ● Access to
learning day. This is instructional school’s online
intended to increase technologist and platform
support and select teachers) ● Teacher and
streamline the Intended student
program. Adopters requirements
(teachers, and
students and expectations
parents) ● Practice lesson

Step 8: Intended adopters ● Change agents ● Access to 1 week

“Pilot Program” will participate in (central office school’s online
Practice Day piloting a practice staff, school platform
digital learning day administrators, ● Teacher and
so that students and media specialist, student
teachers can instructional requirements
practice for technologist and and
clarification of select teachers) expectations
expectations. Intended ● Practice lesson
Adopters
(teachers,
students and
parents)

Step 9: Creating a stable ● Change agents ● Survey data 2 weeks

Stabilizing plan is a vital (central office
Adoption component of the staff, school
diffusion of Digital administrators,
Learning Days. By media specialist,
addressing potential instructional
barriers and technologist and

25
 ensuring that there select teachers)
are resolutions to Intended
the barriers, it will Adopters
create a (teachers,
foundational plan. students and
parents)

Step 10: Provide Providing feedback ● Change agents ● Platform to Consistently

and Analyze is a foundational (central office consistently give occurring
Feedback component in the staff, school feedback on the throughout the
conclusion of administrators, intended use school year (9
diffusing the media specialist, and adoption of months)
innovation of Digital instructional Digital Learning
Learning Days. technologist and Days
Feedback allows all select teachers)
stakeholders Intended
involved to specify Adopters
what has been (teachers,
effective, what has students and
been ineffective, parents)
what needs to be
changed, and how
Digital Learning
Days needs to be
changed in order for
the diffusion of the
innovation to be
successful.

26
 References

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David, J. L., & Cuban, L. (2010). Cutting through the hype: The essential guide to school

reform. Cambridge, MA: Harvard Education Press.

Ellsworth, J. B. (2000). Surviving change: A survey of educational change models.

Syracuse, NY: ERIC Clearinghouse on Information & Technology.

Fullan, M., Cuttress, C., & Kilcher, A. (2005). 8 forces for leaders of change. National Staff

Development Council, 26(4), 54-72.

Hua, D. M., Davison, C. B., & Kaja, S. (2017). Stakeholder Response to Virtual Learning Days in

Public School District. The CTE Journal, 5(1), 20-33.

Jerald, C. (2005). The Implementation Trap: Helping Schools Overcome Barriers to Change

(Policy Brief August 2005). Retrieved from www.centerforcsri.org.

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

85(1),96-103.

Kotter, J. P. & Schlesinger, L. A. (2008). Choosing Strategies for Change. Harvard Business Review.

130-139.

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Swetlik, Z., Graves, T., Hua, D. M., & Davison, C. B. (2015). Virtual Learning Strategies for Lost

Instructional Time. The CTE Journal, 3(2), 15–27.

https://schoolgrades.georgia.gov/woodland-high-school. (2017). Retrieved September 20,

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The Governor’s Office of Student Achievement website: https://gosa.georgia.gov/report-card

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The Governor’s Office of Student Achievement (2017). Georgia Schools Like Mine. Retrieved

September 20, 2018 from https://schoolslikemine.gosa.ga.gov/

Woodland High School. (2017). School Improvement Plan.

Woodland High School. (2017). School Profile.

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