Technology Integration Plan

MEDT 8461 Diffusion of Innovation

Kaitlin Jezequel, Robert Brooker, Joshua Waldroup, Aaron Stevenson

Home:

Team Name: Kjez & The Boyz

Change Agents: Josh Waldroup, Aaron Stevenson, Robert Brooker, Kaitlin Jezequel

Client: GMS

Innovation: Gaming in the Classroom

Intended Adopters: Teachers and Students

Innovation:

Innovation: Introducing a new method or product to help increase rigor, enthusiasm, and
academic success. The innovation described here is digital gaming in the classroom. According
to An & Cao, "...digital games [can] help students develop higher-order thinking skills and 21st
century skills beyond making learning fun and engaging" (2016, p. 162).

Rationale: One of the most difficult things that teachers face is getting involvement with
students through the use of materials they find relevant in real world situations. The majority of
students enjoy gaming outside of school. Many of the games played by students happen to be
collaborative, often through the use of online gaming and digital applications. In a classroom
setting, the use of online gaming platforms such as Quizlet, Kahoot, and Quizizz are available to
teachers and conveniently allow students to get immediate feedback from material covered
throughout the game. The classroom online gaming platforms such as these can also be
programmed to promote peer-to-peer interaction simply by setting the program to be for an entire
group, or teams within a classroom. This not only allows students to enjoy the same gaming
atmosphere at school as they do in the home setting, but increases student engagement by
incorporating an activity that grasps students interests. This rationale is mirrored by the findings
of Chen & Hwang when they state "Several studies have reported the effectiveness of
educational computer games in enhancing the learning interest of students, and even increase
their motivation" (2014, p. 125).

5 Attributes:
 Relative Advantage: By allowing students to use online gaming applications in the
classroom, students are able to see personal areas of strengths and weaknesses due to the
immediate feedback the online programs provide. Through the use of technology in the
classroom, students are able to feel comfortable with the tools that they are using. The
students' relative comfort level with the online tools occurs because they are familiar with
using online instruments such as these on a regular basis. By allowing students to use
technology they will use in everyday life, it allows students to embrace the digital world
around them and allow for a further connection to real world settings.

 Compatibility: Students love gaming and they love their devices. Teachers can use this
to their advantage and incorporate Quizlet, Kahoot, and Quizizz with the students'
interests in mind. Online gaming programs such as these are fun and available for all
grade levels, including the middle school perspective discussed here. Many students who
are in middle school have access to their own personal devices; however, some students
do not have this advantage. To accommodate students who do not have their own
personal devices, school iPads can be made available. Students may also partner up and
share with another student who does have a device. Quizlet, Kahoot, and Quizizz all
foster student learning and collaboration through a gaming setting, which students enjoy
and can be easily accessed from a device.

 Complexity: The biggest issues with using any type of technology in the classroom
is having the means and ability to access the technology programs. Many schools do not
have the funds for devices such as iPads, and/or do not have the internet bandwidth
requirements which are needed to teach some gaming lessons to a whole class. Another
complex element will always be unforeseen bugs with the programs and/or user-
errors when implementing technology, especially with students who may be
inexperienced with using technology. These issues will inevitably create down-time for
students (and teachers while trying to resolve the issues), and can result in
frustration. Lastly, it can be difficult for teachers to adapt their habits and want to use
gaming as part of their teaching arsenal when there can be finite time available to learn
the program, or limited training available on the technology or gaming itself.

 Trialability : The use of digital gaming in the classroom has a high trialability. This is
because students and teachers can immediately begin using this style of assessment in the
classroom since it can be easily assessed on devices. The platforms can be used for
review games, or to give a quick assessment and show mastery of standards in the
classroom. Students that are performing well can move on and continue with more
complex ideas, such as projects that relate to the material being covered. Students who
need more assistance can have the opportunity for continued review. There is no cost
involved with using Quizizz, Kahoot, or Quizlet in the classroom. Students that do not
 have their own device will be allowed to use one of the five teacher assigned iPads in the
classroom.

 Observability: Using Quizizz, Kahoot, or Quizlet in the classroom has a high rate of
observability. These programs provide immediate feedback based on the answers
students provide on an assessment. This not only gives the individual student the
feedback they need in order to make improvements, but it also provides teachers with
information on which students are struggling with various questions. This allows for
teachers to be able to assist struggling students after the assessment has ended because
they will know which students need more help. Teachers can also make self-
improvements to their teaching by using these programs. These programs allow for
immediate results and can allow teachers to see which questions students are getting
wrong the most. If there is a particular question students continue to miss, teachers can
make adjustments to their own teaching in order to help students better understand the
materials being taught. Many times, the results of assessments can be projected onto the
board. When students see their final scores, they typically want to be able to compete in
the review games, or "play" the quiz, again so they can have the opportunity to see their
scores increase.

Context:

GMS: Is a 7th and 8th grade middle school located in Murray County, Georgia. There are 571
students at GMS; 291 male students and 280 female student enrolled in school for the 2016-2017
school year. The school sits in the small town of Chatsworth, Georgia with a population of 4,290
residents. Overall, the population of Murray County is 40,180. GMS is one of two middle
schools in the district. (Claar, 2016)

Norms: Gladden Middle School prides itself on being a BYOD (Bring Your Own Device)
school. Although 80% of the student population is considered to be free and reduced, most of
the students have their own devices. This allows teachers to better implement technology and
learning in the classroom daily. Students get along well at GMS. There are plenty of
opportunities for all students to be involved in the school including but not limited to: football,
soccer, baseball, archery, volleyball, golf, band, wrestling, tennis, cheer, FFA, Quiz Bowl,
basketball, and after-school tutoring.

Culture: Gladden Middle School is a school in Murray County, Georgia. Murray County is
located in North Central Georgia on the border of Tennessee. Many of the students have
parents that work for the carpet industry in the nearby city of Dalton, GA. The student
population is 71.8% white, 25.9% Hispanic, and 0.9% multi-racial (Claar, 2016). The majority
of the students (80%) are on free and reduced lunch. This number accurately represents the
economic population of the Gladden district. There is a large number of families who struggle
economically. One of the major struggles for teachers at Gladden Middle School is getting
students interested in their education. There is very low parent participation at Gladden, which
results in a lack of emphasis on a quality education. GMS is a great example of Ruby Payne's
(2003) description of poverty and the trends that are associated with mindsets of poverty. Ruby
Payne's reading can be seen here: https://drive.google.com/open?id=1lewMEJ-0M8tQgs-
IjDKJ5bqgbKVUTSLC

Adopters: There are 32 full time teachers at GMS. There are thirteen male teachers and
nineteen female teachers. There is one male principal and one female assistant principal. GMS
also employees one full time academic coach in the building. The academic coach is there to
help with integration of new material, as well as to collect and analyze data. GMS has a 100% of
staff labeled as highly qualified. There is one staff member that holds a Doctoral degree, three
staff members have a Educational Specialist degree, eight hold a Masters degree, and twenty
staff members hold a Bachelors degree.

School Improvement Plan:

https://drive.google.com/open?id=1T_YenjxnKoBw47WmCTnhEqGI6mBWNyRX (Barge,
2014)

Analysis:

Method and Sample:

 Interviewing protocol was used. Information was collected about digital gaming in the
classroom. Opinions, feelings, and ideas were gathered to determine what can be changed
or needed to implement digital gaming into a classroom setting. We interviewed two
students and three teachers from Gladden Middle School.

Enablers:

1. What is your role inside the school?

 Student 1 (Cameron): I am a student at the school, I will be starting the 8th grade this
year when school starts back.
 Student 2 (Joshua): I am a student and will be starting GMS this year as a 7th grader.
 Teacher 1 (Ruth Williams): I am a Biology and Environmental Science teacher at the
school.
 Teacher 2 (Dana Tankersley): I teach 8th grade Physical Science at Gladden Middle.
 Teacher 3 (Rosanna Volz): Next year will be my third year as an Agricultural teacher and
FFA coordinator at the school.
Perceptions and Attitudes:

2. What problems do you feel could arise?

 Student 1 (Cameron): The biggest problem that I would have is being able to have
enough charge on my phone to last throughout the day. What if all the classes are using it
and I run out of battery life?
 Student 2 (Joshua): My biggest concern will be my parents understanding that I will be
using the school WiFi and not using all of our data, because we only have a small amount
of data each month. My parents would likely need a note that states that I will be using a
device inside the classroom and what the process of using the phones or tablets in the
classroom will be.
 Teacher 1 (Ruth Williams): I personally struggle with technology and cell phone use in
the classroom. I continually fight students on using their phones when they should be
paying attention in class. A BYOD (Bring Your Own Device ) policy seems like a good
policy. However, I think more problems come from letting students have their devices in
the classroom than providing technology for them. The games seem like they will provide
me with the chance to make class more fun for students while allowing me to get
formative assessment data.
 Teacher 2 (Dana Tankersley): I've used these programs before so I'm confident with the
programs. I only see using technology as a problem when students use it in the wrong
way. Last year we had some issues with our internet connection going out for hours and
even days, so I'm also concerned about having consistent internet accessibility.
 Teacher 3 (Rosanna Volz): Screen-time usage has been an increasing problem in only the
couple years I have been here. I feel students are getting the idea that they are entitled to
use their cell phones at school and if we encourage more usage then I could see this
problem even getting worse.

Knowledge and Skills:

3. What training will you need?

 Student 1 (Cameron): I have used Quizizz and Kahoot before in school last year, but
using Quizlet Live will be a learning experience for me this year.
 Student 2 (Joshua): In elementary school we used Kahoot regularly so that will be easy,
I'm sure the other sites will be just as easy to use.
 Teacher 1 (Ruth Williams): I will need someone to show me how each digital game
works and how to collect the data. I would also like someone to show me how it looks
from a students perspective (their devices).
 Teacher 2 (Dana Tankersley): I'm very familiar with these programs so I will not need
any training.
  Teacher 3 (Rosanna Volz): I think it would only take a couple of trainings or
walkthroughs and I would feel comfortable with using these programs.

4. Do you have experience using the material?

 Student 1 (Cameron): I have used Kahoot and Quizizz in the classroom before.
 Student 2 (Joshua): We played Kahoot as whole class activities the last few years in
elementary school.
 Teacher 1 (Ruth Williams): I haven't used these types of programs before. I try to limit
the amount students have their devices out.
 Teacher 2 (Dana Tankersley): Yes. I use all three of these programs on a weekly basis.
 Teacher 3 (Rosanna Volz): I have not used Quizziz or the other programs much, but I
have seen them being used in other classrooms.

Support Needs:

5. Other than training do you need any other support?

 Student 1 (Cameron): No just for the WiFi to work.

 Student 2 (Joshua): Just a parent letter explaining everything to my parents.
 Teacher 1 (Ruth Williams): I just want to make sure administrators are supporting me
when students are not using their devices for the right reasons. It seems to be a constant
battle. So, just as long as I continue to get support from the administration I will be
happy.
 Teacher 2 (Dana Tankersley): I think support from our school leaders and administrators
is crucial with a BYOD policy. I want to ensure that if/when problems arise from students
using their own devices our administration will support the teachers and have
consequences for students who improperly use their devices.
 Teacher 3 (Rosanna Volz): Yes, from the administrators when it relates to improper
device usage. In the past, I feel that students do not get reprimanded or punished enough
for using their cell phones for the wrong reasons such as social media and watching
vulgar videos. If I allow the students to use their own devices, I want full support from
the administrators when problems occur.

Concerns and Major Barriers:

6. Are there any barriers that you could see causing this not to work?

 Student 1 (Cameron): If the WiFi goes out like it did last year then we wouldn't be able to
do it because a lot of students do not have enough data to have to use it at school.
 Student 2 (Joshua): The biggest problem I would have is if the WiFi doesn't work and I
have to use my data my parents wouldn't allow me to do that. The only other thing I
 would be able to do then is to use tablet, but I'm afraid there wouldn't be enough for me
to use if others need it also.
 Teacher 1 (Ruth Williams): Consistent internet accessibility is important. I don't want to
plan a lesson or activity around relying on internet connection and then it not being
available. I'm also concerned about students who do not have their own devices and how
playing these types of games will affect them if they feel left out.
 Teacher 2 (Dana Tankersley): The biggest barriers I see is the infrastructure and internet
connectivity. We had some issues last year losing internet connection. All of that was
supposedly fixed. If so, the largest barrier is now gone.
 Teacher 3 (Rosanna Volz): Depending on the internet to always be up and working can
be a problem. It works, I would say, 90% of the time, but it definitely is a barrier if it is
not working. Other than that, with the proper support from our administrators, when a
student uses their device in the wrong manner, I do not see any other barriers.

Social and Organizational Factors:

7. Do you think parents will be involved or understanding?

 Student 1 (Cameron): My parents are used to it from last year so they will be
understanding.
 Student 2 (Joshua): My parents will be involved and understanding, but will need a note
that states that I will be using a device inside the classroom and what the process of using
the phones or tablets in the classroom will be.
 Teacher 1 (Ruth Williams): I think parents will be involved as much as they currently are.
Some parents are very engaged and will appreciate their kids using devices for a good
reason. Other parents don't really care what happens at school anyway.
 Teacher 2 (Dana Tankersley): For the most part parents will like how their students are
using devices for educational purposes. As far as being involved, I don't think this will
have any effect on that.
 Teacher 3 (Rosanna Volz): Most parents are texting their children in the middle of class
(another issue that gets under my skin)! So when it relates to parent's understanding, I
think so, and if they do not, I will be sure to tell them personally to stop texting their
child in my class.

8. Do you think this will be useful?

 Student 1 (Cameron): Yes, I think it will help make learning more fun and make the
classes not be so boring.
 Student 2 (Joshua): Yes, I am excited to come to GMS and be able to have more freedom
to play games while learning and other freedoms that comes with being in middle school.
 Teacher 1 (Ruth Williams): I think these types of games, if used in the right way, could
help students and teachers in the classroom. However, it must be used in the right way
and controlled so students use their devices in the right way.
  Teacher 2 (Dana Tankersley): I find using gaming in the classroom very useful for
creating a collaborative, challenging and productive classroom. I also collect a lot of
student data this way to further drive instruction.
 Teacher 3 (Rosanna Volz): Very useful when it relates to capturing student's attention
and motivation to learn while having fun.

Perceptions and Attitude:

 Overall, the perceptions and attitudes were positive. The teachers and students thought
the idea of using games in the classroom in place of their usual tactics was a great idea.
The only negativity was the fear that many teachers have when using something new and
how it would encourage more wrongful device usage (social media, noneducational
games). Although, with the proper training, administrator support, and classroom
management they felt these issues could be overcome.

Knowledge and Skills:

 Both teachers and students are familiar with using technological programs in the
classroom such as google classroom. Most have used Kahoot, Quizizz, and Quizlet
before as well. All the programs are user-friendly and require basic computer skills that
almost all teachers know.

Concerns:

 The main concern is proper device usage. Many students are addicted to screen-time
usage and some teachers feel like this would encourage more. Though, teachers also see
the advantages that games in the classroom can such as helping students get motivated
and grasping their attention to the assignment. The only other minor concern is proper
training.

Social & organizational factors:

 Currently the school board has a policy on cell phones in the classroom to be left up to
the school itself. The current administration allowed cell phone/tablet use in the
classroom with teacher approval, which was different than what the previous
administration allowed. However, there will be a whole new administration at GMS next
year so the use or lack of use of technology in the classroom is up in the air still.
 The majority of parents of the children in the district are very much for students being
able to use technology in the classroom as long as they are not the ones that are paying
for the data to be used in the classroom setting.
 Being a school that has 81% of students on free and reduced lunch, some parents will be
concerned about their students not having a technological device to use in the classroom
 setting and will be upset if there is any homework that must be done online as some
parents still do not have internet in their residence.

Barriers:

 The biggest barrier to diffusion of the innovation would be inappropriate use of

technology in the classroom that would result in the ended use of technology across the
school.
 Students causing problems by getting on social media sites such as Facebook, Snapchat,
Instagram, or Twitter.
 Parents not being on board and supportive of students bringing their devices to school.
 Not all students will have internet access at home and thus, will not be able to do work
that is assigned for homework outside of the classroom setting.
 A change in the board policy to not allow students usage of cell phones as this would
mean that there was not enough devices to go around to each student then.
 Infrastructure not being able to handle the load that will be tasked upon it.

Enablers:

 The greatest enablers to the diffusion of the innovation are the teachers themselves. The
faculty demographics is well suited for using newer technologies in the classroom. Most
(75%) of the teachers are under the age of 40 and use technology in the classroom on a
daily basis.
 Surprisingly, even though GMS has 80% of students on free and reduced lunch, most of
them have their own devices.
 Each classroom has an additional 5 tablets for students who do not have their own
devices.
 Teachers are assigned computer labs with a partnering teacher that they can use all year.
This provides a lot of opportunity for student work on computers while only sharing a lab
with one other teacher.
 New technology infrastructure was put in place last year because of a lot of connectivity
issues last year.

Voki Links:

 http://tinyurl.com/y76wwbtu
 http://tinyurl.com/yc24llz5
 http://tinyurl.com/y9qeak6u
 http://tinyurl.com/yauqda7j
 http://tinyurl.com/ybzflu9b

Technology Integration Plan:

Broad Goals:
This technology integration plan was created with a few goals in mind. First, an overarching goal
is to implement a school-wide gaming in the classroom initiative. The second broad goal is to
use instructional technology such as the gaming options mentioned once per week.

Action Plan
Step 1: Identify which innovators are already using gaming
in the classroom and gain their support for a school-wide
gaming in the classroom innovation.
There are already many teachers around the school who implement gaming in the classroom as a
means of teaching and assessing students. Speaking with these individuals and gaining their
continued support of introducing gaming as a school-wide initiative can provide a huge relative
advantage to the innovation. These teachers who are currently implementing the gaming
technology can play a role of being a leader for other teachers within the building or within their
department.

Rationale: In order to best implement an innovation of gaming in the classroom, it is beneficial

to properly identify teachers who are already implementing this innovation. The teachers will
play a crucial role of change agents for this innovation to work, so the more teachers who are on
board with the innovation from the beginning will play into a larger relative advantage. Rogers
(2003) explains "Relative Advantage...is positively related to its rate of adoption. The greater the
perceived relative advantage of an innovation, the more rapid its rate of adoption will be".
Identifying at least one teacher within each department who already implements gaming in the
classroom can provide other teachers around the school with a leader to address their concerns.
Teachers who are hesitant about the programs can go to these teacher leaders for support and
assistance with the new programs. By having multiple teachers who support the innovation, a
more successful transformation could occur. Kotter states "In successful
transformations,...another five or 15 or so people, come together and develop a shared
commitment to excellent performance through renewal" (2007, p. 98).

Key Actors: Change agents, innovators, early adopters

Resources: Devices for innovation, time for change agent collaboration, list of change
agents/early adopters/innovators
Timeline: 1-2 weeks

Step 2: Determine gaming options which can be used in the

classroom and the general overall purpose of the games to
meet learning needs.
Creating a list that determines games which can be used (or are currently being used) in the
classroom will help teachers who do not know where to begin with adding this innovation to
their classroom. This list of games can be compiled by collaborating with early adopters on what
games they currently use in their classes, and try to brainstorm and investigate what other
gaming options are available. These games, such as the aforementioned Kahoot, Quizizz, and
Quizlet can be listed along with a brief description of their purpose in the classroom.

Rationale: By determining which games are currently being used within the classroom, the early
adopters and innovators can compile a list of games that are appropriate to meet learning goals in
multiple subject areas. An and Cao state "Well-designed digital games or digital game-based
learning environments have the potential to make learning more meaningful by providing
situated learning experiences and just-in-time support" (2016, p. 162). Having a list of available
websites or apps that provide games for learning can give teachers who are hesitant about
researching the technology for themselves an easy go-to site or application. This removes any
stress that may be caused from a lack of personal time to investigate new gaming programs.
Identifying the purpose of the various games in the classroom can also help teachers who are in
the more hesitant late-majority adopter category see and observe the programs for themselves.

Key Actors: Change agents, early adopters, innovators

Resources: Devices for gaming, computers, Microsoft word for compiling list of gaming options
and purposes

Timeline: 1-2 weeks

Step 3: Present gaming options to the staff and allow them

to gain understanding by playing the game/s.
Attempting to understand a new gaming program can be challenging if a teacher were to try and
learn it by themselves. By presenting the gaming options to the staff in a faculty meeting, it
allows for the change agents and early adopters to stand together to present the successes they
have had with the various gaming options. This also allows the staff to play the games together
to try and gain even further understanding. Rogers (2003) suggests this helps the trialability of
the innovation because it "...represents less uncertainty to the individual who is considering it for
adoption, as it is possible to learn by doing".

Rationale: Simply explaining various games that can be used in the classroom to meet the
learning needs of students has the potential to be ineffective. However, presenting the gaming to
the staff by making them partake in playing the game itself can prove to more beneficial. This
gives teachers, as the biggest change agents, a true moment to observe the innovations being
presented. This also allows teachers to learn together and develop a shared understanding of the
purpose of using gaming in the classroom. Fullan, Cuttress, & Kilcher suggest "One of the most
powerful drivers of change involves learning from peers, especially those who are further along
in implementing new ideas" (2005, p. 55). Having the early adopters and innovators present
gaming in the classroom to the staff will allow teachers to see which teachers have already
successfully adopted this in their own classroom.

Key Actors: Change agents, early adopters, innovators, administration approval for faculty
meeting

Resources: Devices (school iPads or personal) for gaming, laptop, screen projector, presentation
via PowerPoint/Powtoon/other, time for faculty meeting, handouts with simple game play
instructions

Timeline: 1 faculty meeting (approximately 1-2 hours)

Step 4: Identify and address questions and/or concerns from

the staff as change agents.
Working with the early adopters to present gaming in the classroom to the staff will allow the
late majority adopters to see who they can address their questions and concerns towards. Rogers
(2003) explains the early adopters are crucial because they "...serve as a role model for many"
and are "...considered by many to be 'the individual to check with' before adopting a new idea".
Teachers will have varying levels of comfort and experience working with technology, so many
questions and/or concerns may arise. It is important to allow these concerns to be voiced and, if
possible, provide answers to questions that may come about. Having innovators and early
adopters work together to provide these answers for late-majority teachers will help persuade
them into using gaming in the classroom.
Rationale: With any new innovation, there will surely be questions and concerns based on the
change agents knowledge and reliability of the innovation. Allowing teachers from the staff time
to voice their questions and concerns is of utmost importance in making this innovation a
success. While addressing these concerns, it is also imperative to remind teachers that "...instead
of technology almost exclusively serving the teacher for teaching, technology should primarily
serve the student for learning" (Reigeluth & Duffy, 2014, p. 5). Late majority teachers should
work together with the early adopters and innovators to determine their biggest questions and
concerns. Giving teachers the timeline to play the games on their own or in their classroom will
prompt questions the faculty meeting may not have addressed. Emailing these questions and
concerns to the early adopters or innovators can help in developing a list of frequently asked
questions and concerns. It is the role of the innovator to address these concerns and questions
efficiently and appropriately and provide teachers with answers.

Key Actors: Change agents, early adopters, innovators, administration

Resources: Computers with internet and email capabilities, Microsoft word document compiled
of frequently asked questions and concerns

Timeline: 1 month

Step 5: Offer professional development/training on various

gaming programs for change agents to adopt.
Professional development does not have to be presented by an outsider hired by the school.
Instead, teachers may learn best from their colleagues who are the early adopters and innovators.
Teachers may come in early, collaborate during planning, or work together after school in order
to properly learn and ask further questions about the gaming programs. This will give time for
the change agents to fully adopt the gaming to suit the needs of their personal classrooms.

Rationale: In order for teachers who are less knowledgeable or skilled with the technology being
implemented to feel more comfortable using digital gaming in the classroom, it is necessary to
offer appropriate professional development and training. Ellsworth says "It is our responsibility
when we undertake educational change to ensure that effective training is provided to all
intended adopters" (2000, p. 69). The training provided by other colleagues can offer a less
intimidating, more appropriately paced, training session that will allow teachers time to use
devices, apps, or websites to further their understanding of the gaming options. This will also
offer teachers a chance to ask questions pertaining to their specific subject matter and how they
can use gaming in their classroom. This is also an opportunity to "...[identify] some of the ways
in which teachers in mainstream classrooms might differentiate the use of technology for the
students with disability in their class" (Main, O'Rourke, Mooris, & Dunjey, 2016, p. 326).

Key Actors: Innovators, administration, early adopters that can train others to use the games

Resources: Computers/ laptops/ devices to learn the gaming, how-to presentation

Timeline: 1-2 months

Step 6: Develop and publish procedures for acceptable use

for gaming in the classroom for school-wide adoption.
In order to create a school-wide adoption, it is important to create a sense of consistency
throughout the school. By publishing a list of acceptable use procedures for using the games in
each classroom, students will begin to understand that the expectations and procedures are the
same for every teacher. Each classroom will display the list of published procedures so that there
is a constant reminder of what the procedures are for gaming in school.

Rationale: Developing and publishing a procedures list of acceptable use for gaming in the
classroom is essential for school-wide adoption. This ensures all change agents are on the same
page and understand how to implement gaming in the classroom appropriately and effectively.
Creating a list of procedures for every classroom, as well as hallways in the school, will ensure
students, teachers, and parents, know when it is appropriate to use gaming, as well as what
gaming sites are appropriate to use. A broad goal is to implement gaming about once a week in
class but it should be understood to "...only [offer gaming] when appropriate; if overused, [the
games] may lose their motivational advantage" (Devlin-Scherer & Sardone, 2010, p. 140).

Key Actors: Change agents, innovators, administration

Resources: Poster maker program, poster printer, list of acceptable use procedures, laminating
machine, handouts of the list of acceptable use procedures to give parents at curriculum night

Timeline: 3 weeks
Step 7: Present school-wide gaming in classroom initiative to
students and parents at curriculum night.
Having parents on board and supportive of gaming in the classroom will allow for a much easier
transition into a school-wide gaming in the classroom innovation. Curriculum nights, similar to
an open house, will allow for parents to visit their students teachers and explore how the gaming
will be used in specific subjects throughout the school year.

Rationale: All adopters need to have an understanding of the new innovation. By presenting the
gaming options that students will be playing in the classroom to both students and parents, it
gives them an opportunity to gain knowledge and support of the innovation as a whole. There is
some research that suggests parents of students could be a potential barrier that gets in the way of
an innovation's success (An & Reigeluth, 2011-12, p. 59). Parents, while not a direct adopter of
the innovation of gaming in the classroom, could potentially have concerns or questions about
the motives of gaming in school. Each parent can be given the handout of frequently asked
questions, concerns, and answers that was developed by the teachers earlier in the year. Parents
can also be handed a copy of the list of appropriate use procedures for gaming in the classroom.

Key Actors: Innovators, change agents, administration, students, parents

Resources: Presentation on gaming in the classroom, handout of frequently asked

questions/concerns/answers, printed list of appropriate use procedures for gaming in the
classroom, time for curriculum night, devices such as iPads/laptops/computers that parents can
practice the gaming themselves

Timeline: 1 day

Step 8: Implementation of innovation for gaming in the classroom and continued teacher support.

Implementing digital gaming in the classroom will be an ongoing process as the school adopts
this innovation. A goal has been set that teachers will try to implement gaming about once a
week in their classroom. While this may sound achievable, it will also be necessary for continued
support to be offered to teachers who may start to feel overwhelmed or burdened with this
expectation. Support can be offered from innovators, change agents, administration, or any other
adopter who feels confident in supporting the teacher/s in need.
Rationale: Since teachers will be the biggest change agents of using gaming in the classroom, it
will be imperative to continue to offer support for their needs. Some research suggests that
implementing gaming in the classroom will alter the role of the teacher and that educators
"...should also act as coaches, encouraging the students to rationalize..." (Carenys & Moya, 2016,
p. 633) as they explore the digital gaming being offered in each class. A broad goal is for
teachers to incorporate gaming in their classrooms about once a week. Teachers will need to
collaborate together to make sure they know when will be an appropriate time to incorporate the
gaming in each classroom.

Key Actors: Innovators, change agents, administration, students

Resources: printed list of appropriate use procedures for gaming in the classroom, devices such
as iPads/laptops/computers for gaming

Timeline: Ongoing

Summary Table
Action Steps/ Rationale Key Actors Resources Timeline
Strategies

Step 1: Having at least -Change agents -Devices for innovation 1-2

Identify which one teacher/ -Innovators -time for change agent weeks
teachers/ innovator within -early adopters collaboration
innovators are each department -list of change agents/
already gaming will provide a go- early adopters/
in the classroom to leader for late- innovators
and gain their majority adopters
support for to seek guidance
gaming in the and support.
classroom as a
school-wide
innovation.

Step 2: Creating a list of -Change agents -Devices for gaming 1-2

Determine games that are -Innovators -Computers weeks
gaming options already being -early adopters -Microsoft word for
that can be used used successfully compiling list of gaming
in classrooms, in classrooms options and purposes
and determine around the school
the overall can provide late-
purpose of the majority adopters
games to meet a go-to list of
specific gaming options
learning needs that have already
in all classes. been proven
successful and
beneficial by
other teachers in
the school.

Step 3: Allowing teachers -Change agents -Devices (school iPads 1 faculty

Present gaming to hear a -early adopters or personal) for gaming meeting
options to the presentation by -innovators -Laptop (approx.
staff through early adopters and -administration -screen projector 1-2
presentation innovators, along approval for -presentation via hours)
and game play. with playing the faculty meeting PowerPoint/ Powtoon/
gaming options other
mentioned, gives -time for faculty
teachers a chance meeting
to figure out what -handouts with simple
digital gaming game play instructions
could work best
in their own
classroom.

Step 4: Giving teachers a -Change agents -Computers with 1 month

Identify and month of time to -early adopters internet and email
address play with the -innovators capabilities
questions gaming programs -administration -Microsoft word
and/or concerns themselves or in document compiled of
from the staff. their classrooms frequently asked
could prompt questions and concerns
questions or
concerns that
were not
addressed in the
faculty meeting.
By emailing these
questions to the
innovators and/or
early adopters, a
list of frequently
asked questions
can be concocted
as well as a list of
 answers if
available.

Step 5: For any teacher -Innovators -Computers/ laptops/ 1-2

Professional who may not feel -Administration devices to learn the months
development/ comfortable or -early adopters gaming
training for skilled enough in that can train -how-to presentation
gaming technology to others to use the
programs implement the games
available to gaming,
change agents. professional
development/
training will be
made available.
The training
sessions can be
with other
colleagues so
teachers feel
comfortable
asking questions.
Teachers can
collaborate with
each other to
determine when
the best time to
have their training
will be, whether it
is before or after
school, or during
planning.

Step 6: In order for there -Change agents -Poster maker program 3 weeks
Develop and to be school-wide -Innovators -poster printer
publish consistency, -administration -list of acceptable use
acceptable use posters will be procedures
procedures for created that -laminating machine
the classrooms. publish the rules -handouts of the list of
for acceptable use acceptable use
procedures for procedures to give
gaming in the parents at curriculum
classroom. This night
allows all
teachers to be on
the same page
about what types
 of gaming are
appropriate and
most effective.

Step 7: A potential -Innovators -Presentation on gaming 1 day

Present school- barrier to using -change agents in the classroom
wide gaming digital gaming in -administration -handout of frequently
initiative to the classroom is -students asked questions/
students and parents of -parents concerns/ answers
parents at students. In order -printed list of
curriculum to break down appropriate use
night. this barrier, a procedures for gaming
curriculum night in the classroom
will be offered to -time for curriculum
show parents how night
gaming will be -devices such as iPads/
used laptops/ computers that
appropriately in parents can practice the
the classroom. gaming themselves
Parents will be
provided with a
list of FAQs and
appropriate use
procedures
developed by the
teachers, and
devices in which
they can use the
gaming
themselves to see
how their students
will be learning.

Step 8: A broad goal is to -Innovators -printed list of Ongoing

Implementation implement -change agents appropriate use
of gaming in gaming in the -administration procedures for gaming
the classroom classroom about -students in the classroom
and continued once per week. -devices such as iPads/
teacher support. As teachers begin laptops/ computers for
to implement this gaming
innovation, they
will take on the
role of a coach to
help encourage
and motivate their
students. As
 teachers continue
using gaming
throughout the
year, they will
need continued
collaboration with
their colleagues
and support from
their peers.

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