ACTION PLAN

STEP 1:
Meet with Administration, permission for us to be Heavyweights and discuss purchase costs.
Rationale:
During this step we must get permission from the administration to provide funds and resources to
implement Moby Max to BMS. One of BMS school strategic goals is to decrease achievement gaps
among student subgroups in core academic subjects. Gaps in student achievement in math, science, and
social studies within feeder elementary schools is a primary reason Moby Max is needed at BMS.
According to the 2015 End of Grade testing, BMS students scored in the average range with very little
gains when graduating to then next grade-level. The funding cost of $699 per year for unlimited student
login in breaks down to under a $1 per student. BMS is a title 1 school so title 1 funds can be used to
provide technology resources to improve student learning in the areas of math.
As posted on the Georgia Department of Education website, the primary goal of the Ed Tech program
is to improve student academic achievement through the use of technology. It is also designed to assist
every student in crossing the digital divide by ensuring that every student is technologically literate by the
end of eighth grade, and to encourage the effective integration of technology with teacher training and
curriculum development to establish successful research-based instructional methods. (Georgia
Department of Education, 2010)
Teachers who empower students to access information using technology teach them that there are very
few limits to accessing information and connecting with others. Such teachers develop students who
comprehend social skills for working with people they will never meet personally. They also help students
understand the need for personal responsibility for learning in classrooms where the solid walls of a
school building are not boundaries for learning (November, 2001).
The key actors or stakeholders will play an important role in the success of Moby Max at BMS. These
Stakeholders will help with the implementation of technology and staff buy in.
Key Actors:
Administration
Leadership team
Technology team leader
Field services technician
Timeline:
This step should be one day during or before pre-planning, July 18-July 29.
Resources:
Cost & Research
Infographics & PowerPoints on Moby Max
Examples of teachers resources
Internet accessible technology

STEP2:
Survey Stakeholders and analyze results
Rationale:
An interview questionnaire was created to survey the stakeholders to assess the potential advantage of
using Moby Max (web-based technology program). The idea is to continue with the shift from solely
traditional methods of educating to a blended learning environment (BL class) that combines online
learning with some traditional methods. (Thorne, 2003).
The SWOT (Strengths Weaknesses, Opportunities, & Threats) analysis matrix was utilized in the design,
data collection and analysis of the interview questionnaire was given to the stakeholders (Hidayat, F.,
2014)
Key Actors:
Parents
Teachers
Students
Administration
Timeline:
5 days
Resources:
Interview Questionnaire Document

STEP 3:
Identify the Innovators & Opinion Leaders from the teacher body.
Rationale:
Rogers states, "diffusion is a very social process that involves interpersonal communication relationships"
(Rogers, 2003, p. 19). Innovators will take a new idea and import it into the boundaries of the system
(Rogers, 2003). Opinion leaders, according to Rogers, are part of the group of early adopters. Opinion
leaders are respected by his or her peers and may serve as a role model for others. Having them on
board with the adoption of the innovation could help speed up the diffusion process (Rogers, 2003).
Key Actors:
Change Agents
Opinion Leaders
Principal & Administration
Technology Committee
Resources:
A list of attributes of an Innovator and Opinion Leader
Research supporting their necessity
Timeline:
1 day

STEP 4:
Pilot Program (Trialability)
Rationale:
Trialability is the degree to which an innovation may be experimented with on a limited basis. (Rodgers,
2003). During this step we will pilot Moby Max with the BMS Academy. The Academy is a school with in
BMS and is designed for students who have fallen short of expected achievement in core academic
courses. The academy will provide a learning model of student-centered activities to work out all of the
kinks so the implementation of Moby Max will be successful when we roll it out to the whole school.
During this step we will pilot Moby Max with the BMS Academy. After the trial of Moby Max the BMS
Academy teachers will be able to provide colleagues with feedback and data about their successes and
challenges with Moby Max. Academy will provide additional support with the program.In terms of adoption
and diffusion, social learning has two potential roles. First, through modeling, individuals observing others
adopting a particular innovation may be more inclined to consider adoption themselves. The vicarious
experience of someone successfully or unsuccessfully using a technology may influence others (Straub,
2009).
Key Actors:
Administration
BMS Academy teachers
Leadership team
Technology team leader
Field services technician
Timeline:
This step timeline will be one month from August 8 to September 2.
Resources:
Trail Subscription
Internet accessible technology

STEP 5:
Develop Action Plan for Roll-out & Publish Rules and Procedures
Rationale:
How this innovation is presented to the adopters is very important because how they initially view the
innovation will have a positive or negative effect on the stabilization of the adoption (Rogers, 2003). Rules
and procedures will show the adoption of the innovation has been well thought out and planned. BMS
teachers are generally very flexible to change; however, based on the results of the interviews, teachers
would be more likely to follow a plan that has structure and purpose. The highest purpose being to
increase student achievement without a major increase in teacher work.
Key Actors:
Principal
Change Agents
Technology Committee
Administration
Leadership Team
Opinion Leaders
Resources:
School Professional Development Calendar
Timeline:
2 weeks

STEP 6:
Professional Learning
Rationale:
In order to develop self-efficacy within the intended adopters, we will need to help teachers gain personal
experience that are successful (personal mastery) (Ertmer and Ottenbreit-Leftwich, 2010, p. 261). We
also need to provide opportunities for teachers to interact in a professional learning community (Putnam &
Borko, 2000). Screen cast videos and tip sheets demonstrating how to use the innovation will be created
and placed on a shared platform. Teachers will be able to access these at any time as long as they have
a device. Face-to- face professional learning will occur throughout the adoption. A portion of the videos
and tip sheets will be a reiteration of what was taught during the in person professional development.
These resources will be created by Opinion Leaders, Innovators, and Change Agents.
Key Actors:
Opinion Leaders
Innovators
Change Agents
Adopters
Resources:
Screen cast videos
Tip sheets (PDF)
Online tutorials provided by Moby Max
Teacher and student logins for Moby Max
Scheduled PD time
Timeline:
Ongoing throughout the adoption

STEP 7:
Implementation/Application (Pre, Mid, and Post Assessments/Data Collection & Monthly grade level,
subject area meetings, Technology Committee Meetings)
Rationale:
The implementation of assessments is an extremely important factor in gauging student achievement
throughout the learning process. According to Charles Reigeluth (2012), assessments are being utilized
to promote learning, not just generate grades. Incorporating assessments affords a rich amount of data
collection, (for both teacher and student), which in turn steers the monitoring and re-teaching/enrichment
strategies. Students also participate in the development of their metacognitive skills by becoming more
responsible in their own self-regulation. Having this skill gives students the ability to self-assess to identify
and analyze their strengths and weaknesses.
Key Actors:
Teachers
Students
Administration
Timeline:
Throughout Adoption
Resources:
Teacher-made assessments
State assessment
Technology: Computers (laptops, desktops) I Respond Systems
#2 Pencils
Bubble sheet answer documents
Meeting sessions (collaborative opportunities)

STEP 8:
Evaluating Stakeholders and Showcase Achievements (Family Learning Nights, "brag walls", MM Badge
Award system, Review pros &cons, continuity of PLC opportunities)
Rationale:
The entire family will participate in a learning night to display work created during the semester. The two
family learning nights will provide individual assessment results throughout the year and parents will be
informed of overall student achievement through the ability to access Moby Max. Teachers will create
"brag walls" that display the badges students achieved in Moby Max. Parents will be given the opportunity
to provide input about MM by taking a quick online survey.These surveys will be accessible on the
learning nights and on teachers' blogs. Teachers will be evaluated on an ongoing basis. At the beginning
of each professional learning meeting, teachers will complete a survey about MM so that we can be
aware of the adoptors' concerns as outlined by CBAM (Hall, 1973).
Key Actors:
Administration
6th-8th grade teachers
6th-8th grade students
6th -8th grade parents
Community Business leaders
Partners in Education Members
Title 1 parent liaison
Timeline:
This part will be on-going throughout the year, with some at a specific time (one night in October and one
night in February)
Resources:
Internet accessible technology
Tables & Classrooms
Student assistants

STEP 9:
Stabilizing Adoption & Preventing Discontinuance (CBAM Model)
Rationale:
The teachers are the key adopters of concern (Hall, G. E., Wallace, R. C., & Dossett, W. A.,1973),
therefore, it is critical to ensure the stability of Moby Max and to prevent its discontinuance via CBAM
(Concerns-Based Adoption Model). The adopters concerns and behaviors related to the use of the
innovation will have to be tracked. As the adopter's concerns evolve over time, focusing on the different
probable issues that may arise and making resolutions, will be feasible through the use of CBAM.
Key Actors:
Teachers
Administration
Timeline:
Monthly (Thru monthly meetings)
Resources:
Professional Learning Communities (PLC)

REFERENCES:

Barber Middle School Faculty and Stakeholders (2014,Sept 9). School Strategic Plan- Middle School.
Retrieved from http://www.cobbk12.org/barber/2014-15BMS_SSP.pdf

Georgia Department of Education (2010). Integrating the National Educational Technology Standards
(NETS-S) to Prepare College and Career Ready Students. Retrieved
from http://www.doe.k12.ga.us/Technology-Services/InstructionalTechnology/Pages/FY11-Title-IID.aspx
November, A. (2001). Empowering Students with Technology (pp. x-xxiii). IL: SkyLight Professional
Development

Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How knowledge, confidence,
beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.

Hall, G. E., Wallace, R. C., & Dossett, W. A. (1973). A developmental conceptualization of the adoption
process within educational institutions, Austin, TX: Research and Development Center for Teacher
Education, The University of Texas.

Hidayat, Ferry.(2014). A Strength-Weakness-Opportunity (SWO) Analysis of Three Implementation

Models for Integrating "The Knowledge Age" Information and Communication Technologies (ICTs) into
Schools. Presentted at the 61st TEFLIN International Conference, English Education Department,
Sebelas Maret University, Surakarta, Indonesia, October 8, 2014.

Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about
research on teacher learning? Educational Researcher, 29(1), 415.

Reigeluth, C.M. (2012). Instructional theory and technology for the new paradigm of education. RED,
Revista de Educacion a Distancia, 32. Retrieved from RED, Revista de Educacion a Distancia
Website: http://www.um.es/ead/red/32.

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

Straub, E. (2009). Understanding technology adoption: Theory and future directions for informal learning.
Review of education Research (79)2 625-649.

Thorne, K. (2003). Blended Learning: How to Integrate Online and Traditional Learning. USA. Kogan
Page Limited.