Diffusion of the iPad_Lewis Chappelear Module 4 Submission

7/30/2019 Diffusion of the iPad_Lewis Chappelear Module 4 Submission

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S

The iPadStoryboard for Multi-Media Presentation

Lewis Chappelear


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Lewis [email protected]

Student ID #A00161608

Ph.D. in Education, Specialization in Education Technology

Project Submitted in Partial Fulfillment of the Requirements forEDUC 8841: Diffusion and Integration of Educational Technology

Instructor: Dr. Amar [email protected]


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NEED

Apple co-founder Steve

Jobs said in a 1983speech that his companys

strategy is really simple: to

put an incredibly greatcomputer in a book thatyou can carry around withyou and learn how to usein 20 minutes.


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Who needs a computer the size of a

book?


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This computer the sizeof a book needs to

have a radio in it so thatyou dont have to hook

up to anything andyoure in

communication with allof these largerdatabases and othercomputers at the sametime.


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RESEARCH

Steve Jobs and his research team atApple had been researching the ideafor the iPad for many years before its

first announcement on January 27,


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Apples first tablet

computer was theNewtonMessagePad 100introduced in 1993.


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The research

from theMessagePad ledto the creation ofthe ARM6 corewith Acorn

m r .


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The PowerBook Duo with Penlite was atablet-based computer that was a

predecessor to the iPad.


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DEVELOPMENT

Apple re-entered the

computingmarkets in 2007with the iPhone.


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The iPhone wassmaller than the iPad,but featured a camera

and a mobile phone.This device pioneeredthe multi-touch finger-

sensitive touchscreeninterface of Apples IOS

mobile operating

system.


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By late 2009, the iPads release hadbeen rumored for several years.

Such speculation mostly talkedabout Apples Tablet, the iTablet,and the iSlate.


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Steve Jobs

introduced theworld to the

iPad onJanuary 27,2010.


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Steve Jobs

later said thatApple hadbegundeveloping theiPad before the

iPhone.


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COMMERCIALIZATION

300,000 iPadswere sold on

their first day ofavailabilityApril 3, 2010.


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Within one month, Apple had

sold 1,000,000 iPads.


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Apple had sold

3,000,000

iPads within


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Since then, Apple has introduced

the iPad 2, iPad 3 with retinadisplay, iPad 4 with retina display,

and the iPad mini.


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The iPad hasinfiltrated mostindustries including

education,business, andhealthcare.


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Over 100 millioniPads are now

being used aroundthe world and thereis no indication that

this number isgoing to dwindleany time soon.


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INNOVATION-DESIGN PROCESS

An individuals decision about an innovation isnot an instantaneous act; it is a process thatoccurs over time (Rogers, 2003, p. 169).

In order for the administration at MHS toconsider adopting the iPad as a newtechnology, the innovation-design processmust be described.


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KNOWLEDGE

What is an iPad and

how can it be used asan educational tool?


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The iPad can shoot video, take

photos, play music, and performonline functions such as web-browsing and emailing.


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http://youtu.be/pqTwYa46OKE


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Apps for classrooms.


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Timeline

Timeline to create knowledge about the iPad at MHS:

May 2013 10 minute introduction of the iPad to the staff andadministration at MHS at a regularly scheduled staff meeting.

June 2013 20 minute panel discussion about the iPad. Studentsand teachers who currently use the iPad will sit on the panel.

Administrators, school leaders, department leads, and selectparents will attend this meeting.

Ongoing demonstration of apps and resources that the iPad canoffer (handouts in mailboxes, demonstrations at meeting, etc.)


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PERSUASION

MHS can save money

if iPads are adopted!


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Students arecurrently loaned atleast six textbooksfor the school year.Each textbook costsroughly $80.00 plusresources.


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The school textbookpolicy can be used forthe iPads.Parents/guardians willbe responsible for lost,stolen, or brokeniPads. An optionalinsurance plan can be

offered for a minimal


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Computer labs will

become a thing ofthe past! This cansave hundreds of

thousands of dollarsover the years.


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Students will have access to up-to-dateresources, hands-on learning, andsocial networks. This can improvestudent engagement and motivation.


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Timeline

Timeline to persuade the MHS administration and staff to adopt

the iPad:

August 2013 Presentation to the MHS administration about howthe iPad can be a good choice for the school.

September 2013 Presentation to the MHS staff about how the

iPad can be effectively used in the classroom and increasestudent engagement and motivation.

Ongoing discussions about how the iPad can be effectively usedat MHS and how it can increase academic achievement and savemoney.


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Decision

Encourage the MHS administrator to select the iPad as a

textbook and computer replacement.

Timeline:

September 2013 December 2013

Gain administrative, staff, parent, and student support.

End-of-year budget meeting: Introduce and vote on budgetto supply iPads to each student and staff member at MHS.


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Implementation

Timeline:

January June 2014: Pilot program with the MHS 9thgraders only. Teacher professional development, AppleTVs, etc.

August 2014: Full implementation of iPad program. All MHSteachers and students will be loaned an iPad for school use.

Ongoing: Professional development for teachers toeffectively implement iPad program.


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Confirmation

Confirmation will take place whenthe administration at MHS seeks areinforcement of the innovation-

design already made (Rogers, 2003,p. 169).


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Timeline:

January June 2014: Pilot program. Reflection and discusswill confirm or deny the choice to fully implement the MHSiPad program.

September 2014 June 2015: Full implementation of theiPad program at MHS. Reflection and discussion to reviseand/or confirm practices to create the most effectiveprogram possible.

June 2015: Final evaluation of the fully implementedprogram at MHS. Adoption of iPads will be either confirmedor denied.

August 2015: If iPad program confirmed, then year two of


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S-Curve for Adoption of iPad

Diffusion is the process by which an innovation iscommunicated through certain channels over timeamong the members of a social system (Rogers, 2003,p. 11).

The S-curve is innovation-specific and describes the

diffusion of an innovation through the specific membersof a specific social system (p. 275).

The S-shaped curve describes only cases of

successful innovation in which adoption occurs among


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Source: Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free

The Diffusion Process S-Curve


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How has the iPad diffusedamong potential adopters?


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Innovators: A few teachers and students

Earler Adopters: iPad Pilot Program students andteachers

Early Majority: Engineering and Design students (9-11)

Late Majority: Most students and teachers

Laggards: Older teachers, low performing students

Adopter Categorization on the Basis of Innovation for theiPad


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iPad adoption on the S-Curve

At MHS, we are currently in the early adopter phase. Most students andteachers do not use the iPad or similar device at all.

We have some early adopter students and teachers who have been a partof an iPad pilot program since August 2012.

In January 2013 we received enough iPads through a grant to give all 100of our Engineering and Design Academy 9th graders iPads. They will givethem back when they graduate in 2016.

Next year, all 9th 11th grade Engineering and Design students will begiven iPads to use in and out of school. This will include approximately270 students 10% of our school population. This group will be members

of our early majority adopters on the S-Curve.


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Key Change Agents

The key change agents will be the 9th 11th gradeEngineering and Design Academy students and teacherswho will be using iPads in all of their classes. This group ispart of a specially funded program that is intended to

inspire innovative instructional practices.

This group is comprised of students and teachers who arerepresentative of all of the students at MHS.


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Seven Roles of the Change Agents

S To develop a need for change

S To establish an information exchange relationship

S To diagnose problems

S To create an intent to change in the client

S To translate an intent into action

S To stabilize adoption and prevent discontinuance

S To achieve a terminal relationship

Rogers, 2003, pp. 369-37

T d l d f


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To develop a need forchange

The pilot group of Engineering and Design Academy

students will be given the change to play around with theiriPads and use them creatively to suggest new ways to usethem inside and outside the classrooms.

These students were selected to be a part of this change

agent group because they are technically savvy, enjoy usingcomputers, and are excited to show how iPads can be usedeffectively in school.

T t bli h i f ti


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To establish an informationexchange relationship

The pilot students have already started to work with the

MHS teachers during professional development time toshow how they use their iPads in school. They aresharing their experiences with others and have inspiredmany other students and teachers to bring in their own

iPads to use at school.

In response to this sharing of information, MHS hasinstalled a school-wide Wi-Fi system so that everyonecan connect.


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T t i t t t


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To create an intent tochange in the client

The change agents will

demonstrate the benefits andadvantages of using iPads asintegral parts of aneducational experience at

MHS.

These students and teacherswill serve as models for abetter educational

environment and show how

T t l t


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To translate anintent into action

Change agentswill motivateothers to adopt

the innovation!

T t bili d ti d


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To stabilize adoption andprevent discontinuance

Change agent students and

teachers will be given support,professional development, andresources to learn how toeffectively use their iPads atschool. This help create a groupof adopters who are comfortableusing this innovation and

accustomed to using it

To achie e a terminal


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To achieve a terminalrelationship

The end goal is to develop self-renewing behavior on thepart of the clients. The change agents seeks to move theclients from a position of reliance on the the change agent to

one of self-reliance (Rogers, 2003, p. 370).


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Who will be the laggards?

The laggards at MHS will

most likely be:

- Teachers over the ageof 50

- Low performingstudents

- Students with disciplineproblems

How do we get the laggards to


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How do we get the laggards toadopt the innovation?

S Provide increased support and training

(inside and outside the classroom)

S Give them time to adoptit doesnthave to happen overnight!

S Provide mentors who will assist with anychallenges or problems

S Provide some sort of incentive to adopt -such as recognition, an iTunes gift card,or an invitation to a special event.

P i d tt ib t th t ill h l iP d


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Perceived attributes that will help iPaduse at MHS meet critical mass

SRelative Advantage

SCompatibility

SComplexity

STriability

SObservability


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Relative Advantage

In order for iPad use to reach a

critical mass at MHS, thestudents and teachers mustbelieve that its use is better thanwhat we have right now. It mustimprove academic achievement,

provide easier access toinformation and resources, andprovide a way for students andteachers to organize and share

their work.


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Complexity

Students and teachers must believe that the

iPad is relatively easy to use and understand inorder to reach critical mass.


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Triability

Students and teachers must feel like they are able

to try out the iPad before making a commitment toadopt it. This will help making them feelcomfortable to experiment with it, make mistakes,and seek help and support.


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A decentralized approach

S Wide sharing of power and control

S Peer diffusion of innovations through horizontal networks

S Experimentation by non-experts

S Local units decide diffusion of innovation

S Problem-centered approach

S High degree of local adaptation

Rogers, 2003, p. 39


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A decentralized approach gives students and teachers theflexibility to decide how they want to use their iPads insideand outside of school.

The capabilities of the iPad are constantly changing, and adecentralized approach allows for tinkering and triability ofdifferent apps and tools to meet the needs of an ever-changing technical world.

A decentralized approach also gives different groups at schoolthe ability to use their iPads in a way that best meets theirneeds.

A one-size-fits-all approach to iPad use is not practical or

We are about to reach a critical


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We are about to reach a criticalmass of iPad users at MHS!

S Highly-respected students and teachers at MHS havealready started using iPads as integral parts of their

educational experience.

S iPads will be used with all 9th-11th grade Engineering andDesign Academy students next school year. This intact

group is likely to be more innovative than other groups, thuscreating an environment that will influence others to use theiPad and reach critical mass.

S Incentive for early adopters is that they get to keep their

Diffusion of the iPad_Lewis Chappelear Module 4 Submission

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