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Module 0 Reading #1- Chapter 1: Digital Transformation in Education

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Module 0 Reading #1- Chapter 1: Digital Transformation in Education

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2 Key Takeaways from the Text:

1. The shift from Individual Technology Integration to Comprehensive Digital Transformation:

The focus has moved from simply bringing technology into schools to a digital transformation of the entire educational ecosystem.

This transformation involves technology resources, classroom design, learning approaches, and educational goals.

It emphasizes understanding how different elements interconnect to create a new and improved learning environment.

2. Teachers need all-around support to be successful.

Teachers need to be more prepared for the digital transformation in education.

The current number of education technology support specialists must be increased and equipped to handle the new responsibilities.

The text emphasizes the need for training support for teachers, which requires a deep knowledge of teaching and tech tools to guide this transformation.

M. Eubanks

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Module 2 Reading #1 Surviving change: A survey of educational change models. Chapter 4

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Module 2 Reading #1 Surviving change: A survey of educational change models. Chapter 4

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In Chapter 4 Ely details eight conditions of change. These include:

1. Dissatisfaction with the status quo- something needs to change

2. People must possess needed skills and knowledge- people have to know how to implement the change

3. Easily accessible resources- the resources needed to make the innovation work are readily available

4. Time- Adopters need time to learn about and integrate the innovation

5. Rewards- Participants should be offered incentives or rewards to stay motivated

6. Participation is expected- Participants should voice their opinions during the change process

7. Support & Commitment- Adopters and stakeholders must vocalize their support

8. Leadership- There must be a leader to encourage participants during the implementation process

K.Norman

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Module 2 Reading #2 ISTE (2023). Essential conditions for effective tech use in schools. https://www.iste.org/standards/iste-essential-conditions  

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Module 2 Reading #2 ISTE (2023). Essential conditions for effective tech use in schools. https://www.iste.org/standards/iste-essential-conditions  

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Seven Essential Conditions

1. Shared Vision: Establish a common goal for using technology in education with input from everyone involved.

2. Implementation Planning: Develop a detailed plan for technology infrastructure, resources, and professional development.

3. Equitable Access: Ensure all students have the devices, internet, qualified teachers, and platforms to learn effectively.

4. Prepared Educators: Train educators with the skills and knowledge to use technology effectively.

5. Skilled and Sufficient Technical Support: Provide ongoing technical support for teachers and students.

6. High-Quality Learning Activities and Content: Choose effective and engaging digital resources aligned with curriculum standards.

7. Ongoing Evaluation: Continuously assess the effectiveness of technology use in education and make adjustments as needed.

M. Eubanks

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The Essential Conditions are seven critical elements necessary for effectively leveraging technology to support learning. They offer educators and school leaders a research-backed framework to guide implementation of the ISTE Standards, technology planning and systemwide change.

These conditions reflect a deepening body of research in the field of educational technology, as well as ISTE's nearly 50 years of experience guiding districts, schools and educators as they work to support student learning.

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Essential Conditions for Effective Tech Use in Schools

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ISTE's Essential Conditions provide a research-backed framework for implementing the ISTE Standards and effectively leveraging technology to support learning.

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Module 6 Reading #1: Prenger, R., Tappel, A. P. M., Poortman, C. L., Schildkamp, K. (2022). How can educational innovations become sustainable? A review of the empirical literature. Frontiers in Education, 7. 

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Module 6 Reading #1: Prenger, R., Tappel, A. P. M., Poortman, C. L., Schildkamp, K. (2022). How can educational innovations become sustainable? A review of the empirical literature. Frontiers in Education, 7. 

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Two takeaways leaders can use to make change efforts more sustainable are:

1. Encourage continuous adjustment based on organizational needs to ensure sustainability.

2. Differentiate between phases of change to allocate resources effectively and focus on sustaining implemented changes.

Brinkley

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Module 5 Reading #1: Gura, M. (2018). The edtech advocate’s guide to leading change in schools. Portland, Oregon: ISTE.  

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Module 5 Reading #1: Gura, M. (2018). The edtech advocate’s guide to leading change in schools. Portland, Oregon: ISTE.  

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Key Takeaways

1. Planning is Key: Successful school technology integration hinges on a well-defined plan. This plan should involve the entire school community and address aspects like professional development, resource acquisition, and curriculum development tailored to using technology effectively for learning.

2. Teacher Support Matters: Professional development designed to equip teachers with the skills to leverage technology in their curriculum is crucial. Additionally, establishing a support system with resources, trainers, and peer networks empowers teachers to troubleshoot issues and continuously learn new skills.

3. Advocacy is Essential: School technology leaders must be champions for technology use. Dispelling myths and communicating the benefits of technology to teachers, parents, and administrators is vital for gaining buy-in and fostering a successful technology integration journey.

M. Eubanks

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Module 0 Reading #2- Definition of Innovation

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Module 0 Reading #2- Definition of Innovation

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Innovation is when something completely new that is helpful or important to a particular group is introduced. This new thing could be a physical object we can hold, or it could be a completely new way of doing something.

M. Eubanks

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Module 0 Reading  #3- Definition of Change

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Module 0 Reading  #3- Definition of Change

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Change is when things aren't the same anymore. It can happen to individuals, institutions, or even entire systems. In education, change can refer to improvements in learning and performance.

M. Eubanks

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Module 0 Reading #4- Definition of Change Models

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Module 0 Reading #4- Definition of Change Models

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Change models are theoretical frameworks for understanding how social systems adopt and implement innovations. They focus on the process of change, not just the result. These models consider the influence of people, communication, and learning on how an innovation is adopted.

Four examples of Change Models mentioned by Ley:

1. Concerns-Based Adoption Model (CBAM): This model focuses on how people feel about new ideas in a group, like a school. They might have concerns initially but can change as they learn more about the new thing.

2. Diffusion of Innovation: This model describes how new ideas spread. It looks at what makes innovations popular.

3. Ely's Conditions of Change: Ley's colleague Ely developed this model. It says you need certain things in place for a change to work well in a group. You need money, support from leaders, and a chance for everyone to have a say in the new idea.

4. Dialectic Model of Change: This model describes the change as a "Push and Pull Model." This model sees change as a battle between wanting things to stay the same and wanting things to be new. You have to find a balance between the two forces.

M. Eubanks

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Module 0 Reading #5 - Organizational Change

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Module 0 Reading #5 - Organizational Change

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This article reviewed four change models for organizations.

-Lewin's 3-step model identifies two forces in an organization: those who like the status quo and those pushing for change. He suggests unfreezing, reducing forces who wish to maintain the status quo, shifting the organization to a new level, and refreezing.

-Kotter's 8-step model was based on Lewin's model but added steps to overcome problems that arise when initiating change. It focuses on getting everyone on board.

-Action Research is a cyclical change model. Identify the problem, get expert advice, gather data and make a diagnosis, provide feedback, make a plan based on the diagnosis, implement the plan, and gather data on how it worked.

-Positive Model is a change model that focuses on what the organization is doing well and then build changes on those positives.

J.Brinkley

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Module 0 Reading #6-Diffucsion of Innovations

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Module 0 Reading #6-Diffucsion of Innovations

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-Diffusion is how the news of an innovation is spread among a specific population.

-Communication is how the information is shared.

-Uncertainty is the inability to predict how the innovation will be perceived.

-The Water Boiling in a Peruvian Village case aimed to get villagers to boil their water to prevent infectious disease. However, after two years, only 11 families were persuaded to boil their water.

-The Controlling Scurvy in the British Navy case shows how Captain Lancaster was able to decrease the scurvy outbreak on his ship with lemon juice. Still, even with this and other evidence, it took the British Navy 48 years to adopt this innovation showing how slowly innovations can take to be adopted.

-The Nondiffusion of the Dvorak Keyboard case was led by Professor Dvorak who was able to create a more efficient keyboard for typing that alternates the amount of work between an individual's left and right hand. However, even after creating such an advantageous keyboard 50 years prior, the QWERTY keyboard remained mainstay also highlighting how innovations are not always adopted quickly.

K.Norman

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Module 1 Reading #2 Reigeluth, C.M., & Duffy, F.M. (2014). Paradigm change in education: Introduction to the special issue. Educational Technology, 54(3), 3-6.

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Module 1 Reading #2 Reigeluth, C.M., & Duffy, F.M. (2014). Paradigm change in education: Introduction to the special issue. Educational Technology, 54(3), 3-6.

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Paradigm change is both a fundamental and comprehensive change in which all levels of the organization or discipline are affected.

The author’s highlight the paradigm shift in education in the following way: Agrarian Age=one room schoolhouse, Industrial Age=Factory model schools, Information Age=Learner-centered education

Key Takeaway-If we don’t have a paradigm shift in education in this Information Age, our society will be damaged. The shift will happen; the question is how much damage will be done if we wait on it.

J.Brinkley

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Module 1 Reading #4 The edtech advocate's guide to leading change in schools. Chapter 2

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Module 1 Reading #4 The edtech advocate's guide to leading change in schools. Chapter 2

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Takeaway #1- Google Classroom is a good choice for a school's LMS. I learned that a LMS is just a school's virtual platform. I like Google Classroom because it is easy to set up and my kids can quickly figure out how to use it.

Takeaway #2- This article discussed using collaborative technology though sites such as Facebook. I would be curious to see how this can be utilized as a collaborative group and what age it is recommended for.

K. Norman

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Module 1 Reading #5: Diffusion of innovations Chapter 1

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Module 1 Reading #5: Diffusion of innovations Chapter 1

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This chapter identified 5 attributes of innovations which are:

-relative advantage: This is the degree to which an innovation is better than the current one.

-compatibility: This refers to how compatible an innovation is in regards to people's values and experiences.

-Is the innovation easy or difficult to figure out how to use?

-trialability: How much time was spent experimenting with the innovation?

-observability: Can people see the result of an innovation?

Key takeaway- These five innovation attributes are a major indicator of whether an innovation will be adopted.

K. Norman

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Module 1 Video: Interview with Dr. Reigeluth on personalized learning

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Module 1 Video: Interview with Dr. Reigeluth on personalized learning

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Key Takeaway: Personalized learning is so important in today's world because people need to learn more than they did back during the Industrial Age. Then, people would stay in one career for life. Today, people oftentimes change careers multiple times throughout their lives which requires people to continually learn.

K.Norman

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Module 1 Reading #3-Reigeluth, C.M. (2014). The learner-centered paradigm of education: Roles for technology. Educational Technology, 54(3), 18-21.

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Module 1 Reading #3-Reigeluth, C.M. (2014). The learner-centered paradigm of education: Roles for technology. Educational Technology, 54(3), 18-21.

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Role of Technology in the Teacher-Centered Classroom

Technology in the teacher-centered setting is used mainly to assist teachers.  In this setting, teachers deliver information, and students passively receive it. Teachers use presentations created with Google Slides, PowerPoint, and electronic grade books for managing student data.

Role of Technology in the Learner-Centered Education

Technology can help develop personalized learning plans that consider individual needs and ensure students are challenged and engaged. Technology tracks a student's progress on personalized learning goals, keeping detailed records of achievements and areas needing improvement. It can also create project environments with interactive simulations and engaging resources. Students can learn through virtual reality experiences and interactive games to help foster a deeper understanding and make learning enjoyable. Technology integrates assessment into the learning process. Students receive immediate feedback.

Advantages and Disadvantages

Pros:

Students take ownership of their learning, leading to higher motivation and interest. Interactive activities and personalized projects can make learning more enjoyable.

By tailoring instruction to individual needs and learning styles, students are more likely to grasp concepts and develop deeper understanding.

Learner-centered classrooms emphasize critical thinking, problem-solving, collaboration, and communication skills.

It offers differentiation by catering to individual learning paces and styles and allows all students to be challenged appropriately, regardless of their prior knowledge.

Cons:

Teachers need adequate training and support to implement technology effectively.

New methods need to be developed to assess individual learning accurately.

Schools and districts may need additional resources to create engaging learning environments.

Teachers may require additional support and resources to make differentiation strategies work.

Without access to technology or parental support at home, students might face disadvantages if not implemented effectively.

M. Eubanks

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Describes how technology may be used to improve teaching and learning in schools; establishes systemic solutions to inequities of access, design, and use of technology in support of learning; provides examples of schools which are closing these gaps with exemplar models.

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About the National Educational Technology Plan

The U.S. Department of Education released the 2024 National Educational Technology Plan (NETP): A Call to Action for Closing the Digital Access, Design and Use Divides. First released in fulfillment of Improving America's Schools Act of 1994, NETP has been updated multiple times since its original release, most recently in 2016. While past NETPs have largely served as surveys of the state of the field, the Department of Education's 2024 NETP frames three key divides limiting the transformational potential of educational technology to support teaching and learning, including:

The Digital Use Divide, addressing opportunities to improve how students use technology to enhance their learning, including dynamic applications of technology to explore, create, and engage in critical analysis of academic content and knowledge;

The Digital Design Divide, addressing opportunities for educators to expand their professional learning and build the capacities necessary to design learning experiences enabled by technology; and

The Digital Access Divide, addressing opportunities for students and educators to gain equitable access to educational technology, including connectivity, devices, and digital content. This also includes accessibility and digital health, safety, and citizenship as key elements of digital access.

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National Educational Technology Plan - Office of Educational Technology

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The 2024 NETP frames key divides limiting the potential of educational technology, including: Digital Use, Digital Design, and Digital Access.

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Module 3: Gura, M. (2018). The edtech advocate’s guide to leading change in schools. ISTE.  Chapter 3: Digital Transformation Tools and Frameworks (pp. 35-41).  Module 3:  Gura, M. (2018). The edtech advocate’s guide to leading change in schools. ISTE. Chapter 4: The Digital Change Agent (pp. 42-52)

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Module 3: Gura, M. (2018). The edtech advocate’s guide to leading change in schools. ISTE.  Chapter 3: Digital Transformation Tools and Frameworks (pp. 35-41).  Module 3:  Gura, M. (2018). The edtech advocate’s guide to leading change in schools. ISTE. Chapter 4: The Digital Change Agent (pp. 42-52)

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The article discusses different tools and frameworks for digital change in education, emphasizing the importance of starting with a well-thought-out plan. It highlights Microsoft's Education Transformation Framework which provides ten factors that should be considered when implementing a technology program. It discusses Intel's Education Transformation Technology Adoption Blueprint which focuses on different stages of adoption of a program. The SAMR model guides digital transformation into two categories: tech that enhances learning and tech that transforms learning. The Technological Pedagogical Content Knowledge (TPACK) framework describes the knowledge the teacher needs. These tools aim to guide educators in implementing technology effectively to enhance teaching and learning. The chapters stress the need for clear goals, strategic planning, and collaboration to achieve successful digital transformation in schools.

Brinkley

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Module 4 Reading #1:  Gura, M. (2018). The edtech advocate’s guide to leading change in schools. ISTE.  

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Module 4 Reading #1:  Gura, M. (2018). The edtech advocate’s guide to leading change in schools. ISTE.  

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Key Takeaways

Technology has changed the way education works. It has moved from a teacher-centered model to a student-centered model, with a focus on higher-order thinking skills and real-world learning.

This shift requires a change in how teachers approach their jobs. They must be more flexible and willing to integrate technology into their lessons.

There is a natural resistance to change, and teachers are no exception. Some reasons for this resistance include fear of the unknown, lack of training, and concerns about workload.

School leaders can help overcome this resistance by providing teachers with the support they need, such as professional development and planning time.

Technology is a tool that can be used to improve education, but it is not a silver bullet. The key is to use technology in a way that supports the learning goals of the students.

The article also includes a profile of Nicole Zumpano, a teacher who pioneered using social media to build school community.

M. Eubanks

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The Concerns-Based Adoption Model (CBAM) is a framework to understand and facilitate the process of implementing educational innovations. It provides a structured approach to analyzing the 7 stages of concern individuals experience as they adopt and integrate new practices or technologies.

-Stages of Concern- takes into account how the personnel charged with making the change are feeling about it; addresses concerns and gives feedback and help

The 7 stages of concern are:

Stage 0: Unconcerned: These people are not yet aware of the innovation or are not concerned about its implementation. They may not see its relevance to their work or may not have encountered it yet.

Stage 1: Informational: At this stage, people seek information about the innovation. They want to know what it is, how it works, and what its potential benefits might be. This stage is characterized by a need for basic knowledge.

Stage 2: Personal Concerns: Individuals in this stage start to focus on how the innovation will affect them personally. They may be concerned about their ability to use it effectively, its impact on their workload, or how it aligns with their existing practices and beliefs.

Stage 3: Management Concerns: Individuals are concerned with the logistics of implementing the innovation. They may worry about the availability of resources, the support they will receive, or how they will manage their time to integrate the innovation into their work.

Stage 4: Consequence Concerns: At this stage, people consider the potential consequences of the innovation on their students, colleagues, and the broader educational context. They may be concerned about its impact on student learning outcomes, relationships with colleagues, or the overall school culture.

Stage 5: Collaboration: Individuals in this stage seek opportunities to collaborate with others who are also implementing the innovation. They want to share experiences, learn from each other, and support one another in their efforts.

Stage 6: Refocusing: The final stage involves refining and improving the implementation of the innovation. People may seek to adapt it to better meet their needs, address any challenges that come up, and maximize its effectiveness over time.

-Innovation Configuration - (IC map) shows a picture of what constitutes stellar use of an innovation or not so stellar use. Calling on exemplars for examples and helping others get there. Gives a great framework for using a new practice.

-Levels of Use - a tool that shows how the innovation is being put to use or implemented. This information helps the facilitator judge the effectiveness of the innovation.

The 7 Levels of Use are:

1. Nonuse: At this level, people are not using the innovation at all. They may not be aware of it, or they may have chosen not to use it for various reasons.

2. Orientation: Individuals in this level are becoming familiar with the innovation. They may be exploring its features and trying to understand how it works.

3. Preparation: At this level, people are getting ready to use the innovation. They may be gathering resources, setting goals, and planning how they will integrate it into their work.

4. Mechanical Use: This level involves using the innovation in a basic, mechanical way. Individuals may follow prescribed procedures or guidelines without fully understanding the underlying principles or purpose of the innovation.

5. Routine Use: Individuals at this level have integrated the innovation into their regular practice. They use it consistently and efficiently as part of their routine work.

6. Refinement: Here, individuals begin to adapt and customize the innovation to better meet their needs and preferences. They may experiment with different approaches or modifications to improve its effectiveness.

7. Integration: The highest level of use involves fully integrating the innovation into the one's practice and the broader organizational context. It becomes an overarching part of how they work, think, and interact with others.

Brinkley

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Module 4 Reading # 3: Ertmer, P.A., & Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), pp. 255-284.

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Module 4 Reading # 3: Ertmer, P.A., & Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), pp. 255-284.

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Developing Teacher Self-Efficacy

Provide teachers opportunities to share successful technology experiences through grade-level meetings or lesson study. Lesson study is a collaborative approach where teachers develop and test new lessons together. This can help teachers see how others successfully use technology in the classroom and boost their confidence in their abilities.

Support experimentation: Administrators can encourage teachers to experiment with new technologies by providing time and resources. This will help teachers feel more comfortable taking risks and trying new things in their classrooms.

Challenges to Changing Pedagogical Beliefs

Teachers have existing solid beliefs built from their previous experiences. These beliefs can be resistant to change.

Change can take time: It takes time for teachers to develop new knowledge and skills and even longer to change their beliefs about teaching and learning.

Professional development programs need to be well-designed: Programs should be aligned with teachers' existing beliefs and knowledge and provide opportunities for teachers to see how new practices can be implemented in their classrooms.

M. Eubanks

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Module 3 Reading #2 Rogers, E. M. (1995). Diffusion of innovations (4th ed.). The Free Press. [Chapter 1: Elements of Diffusion, pp. 17-31]

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Module 3 Reading #2 Rogers, E. M. (1995). Diffusion of innovations (4th ed.). The Free Press. [Chapter 1: Elements of Diffusion, pp. 17-31]

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What are the five adopter categories?

Innovators: The first to adopt new ideas, often described as venturesome.

Early Adopters: Respected individuals with high opinion leadership who adopt after innovators.

Early Majority: Deliberate adopters who take time to consider new ideas before adoption.

Late Majority: Skeptical adopters who wait for widespread use before adopting.

Laggards: The last to adopt, often resistant to change and rooted in tradition.

Opinion leaders are people looked to by others for advice and information about new ideas or products.

A change agent is someone who introduces a new idea or innovation to a group or community.

The stages of the Innovation-Decision Process:

Knowledge: This is the stage where people first become aware of an innovation.

Persuasion: This is the stage where people form an opinion about the innovation.

Decision: This is the stage where people decide whether or not to adopt the innovation.

Implementation: This is the stage where people put the innovation into practice.

Confirmation: This is the stage where people seek reinforcement for their decision to adopt the innovation.

M. Eubanks

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Diffusion of Innovation Theory: The Adoption Curve

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Module 4 Reading #3 Ertmer, P.A., & Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), pp. 255-284

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Module 4 Reading #3 Ertmer, P.A., & Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), pp. 255-284

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I found this article very interesting. The article basically says that good teaching 20 years ago did not include technology. Today, however good teaching must include technology tools and resources. The factors hindering teachers' use of technology include knowledge, self-efficacy, pedagogical beliefs, and culture. Personally, knowledge of technology tools and resources would be the greatest factor affecting my use of new tools and resources. I have every intention of looking into new tools and resources but never make the time to do so.

K.Norman

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Module 3 Reading #3 The network secrets of great change agents.

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Module 3 Reading #3 The network secrets of great change agents.

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1. A cohesive network is when people is a network are connected in some way. This helps to build trust. This type of network is advantageous in getting others to agree to something that they may be hesitant to agree to.

2. A bridging network is when people are not connected and you serve as the bridge that connects groups. This type of network is advantageous in not changing the minds of resistors.

3. Endorsers are the people who are positive about a change. These people stay optimistic about the outcome of a change.

4. Resisters are 100% negative about a change. Nothing is going to change their mind.

5. Fence-sitters can stray to either side. They see the positive and negative effects of a give change.

6. You want to keep resisters close because depending on the type of change (divergent or nondivergent) they may can help you.

K. Norman

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Module 6 Video: Fullan, M. (2015, February 5). Topic Series 5: Sustainability. YouTube. Fullan 2015 on YouTube 

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Module 6 Video: Fullan, M. (2015, February 5). Topic Series 5: Sustainability. YouTube. Fullan 2015 on YouTube 

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Sustainability-Holy grail of improvement

1. Widespread success- when people are doing things that work widespread

2. How leaders cultivate- leaders that aren’t undoing what’s working while feeding better leadership for the future

3. Combining innovation and continuous improvement- combining continuous improvement with things you are doing and looking at innovational practices around the corner that are the next advantage.

Eubanks

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Module 5 Reading #2: Kotter, J. P. (2012). Accelerate! Harvard Business Review, 90(11), 44.

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Module 5 Reading #2: Kotter, J. P. (2012). Accelerate! Harvard Business Review, 90(11), 44.

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A strategy network is a flexible and informal group of people who are passionate about driving change based on a defined strategy.

Eight Accelerators t

1. A Guiding Coalition: A strong and committed group of leaders from various levels of the organization who champion the change initiative.

2. Leading by Example: Leaders actively model the desired behaviors and demonstrate their commitment to the new strategy.

3. The Power of Many: Engaging a critical mass of empowered employees to take action and contribute to the change.

4. Clarity of Purpose: A clear and concise communication of the overall goal and the "why" behind the strategic change.

5. Visibility of Progress: Celebrating milestones and achievements to keep everyone motivated and engaged in the process.

6. Quick Wins: Identifying and achieving short-term wins to demonstrate the value and feasibility of the new strategy.

7. Building on Change: Leveraging early successes to build momentum and support for further change initiatives.

8. Anchoring New Approaches: Integrating the new strategy and behaviors into the organization's culture and systems for long-term sustainability.

M. Eubanks

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Module 5 Reading #3: Rogers, E. M. (1995). Diffusion of innovations (4th ed.). The Free Press.

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Module 5 Reading #3: Rogers, E. M. (1995). Diffusion of innovations (4th ed.). The Free Press.

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-Roger's Consequences- Consequences are the changes that happen when an innovation is either accepted or denied.

-Diffusion of Hybrid Corn summary-The Diffusion of Hybrid Corn study conducted by Ryan and Gross showed that the success of hybrid corn was a result of a "social snowball" between the two Iowa towns. When one farmer saw another farmer adopting the use of hybrid corn, they too wanted to use it on their farm. Roger uses this case to highlight that diffusion is fundamentally a social process.

K.Norman

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Module 5 Reading #4:  Fullan et al.'s (2005) Eight Forces 

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Module 5 Reading #4:  Fullan et al.'s (2005) Eight Forces 

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1-Engaging people's moral purposes (the why of change)

2-Building capacity (adding the info necessary to move forward)

3-Understanding the change process (It doesn't happen instantly!)

4-Developing cultures for learning (creating buy-in from everyone involved)

5-Developing cultures of evaluation (must take a look to see if it's working or not)

6-Focusing on leadership for change (leaders must be servant leaders)

7-Fostering coherence making (helping everyone involved to make connections and continue the growth of innovation)

8-Cultivating trilevel development (changing the whole system; school-based, county/city, and state)

Brinkley

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Module 6 Reading #2: Boninger, F., Molnar, A., & Barbour, M. K. (2020, September 24). Issues to consider before adopting a digital platform or learning program. Boninger et al. 2020 (.PDF) 

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Module 6 Reading #2: Boninger, F., Molnar, A., & Barbour, M. K. (2020, September 24). Issues to consider before adopting a digital platform or learning program. Boninger et al. 2020 (.PDF) 

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Examples of the risks we may subject students to when introducing new technologies:

-Digital platforms and learning programs may share student data with third parties for unknown purposes, or in other ways fail to sufficiently protect student data.

-Both individuals and institutions have limited insight into the data collected and its usage unless the provider chooses to disclose it.

-They are exposed to third-party sites that are possibly not governed by the privacy policies of the original site.

Two things that leaders can do to safeguard student's privacy:

-Select a product that only gathers data relevant to your immediate interests, avoiding unnecessary data collection.

-Select a product that considers which third-party sites it directs students.

Brinkley

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Module 6 Reading #3: Boninger, F., Molnar, A., & Barbour, M. K. (2020, September 24). Issues to consider before adopting a digital platform or learning program. https://nepc.colorado.edu/sites/default/files/publications/Section%20III%20Privacy.pdf 

# data[].attributes.subject
Module 6 Reading #3: Boninger, F., Molnar, A., & Barbour, M. K. (2020, September 24). Issues to consider before adopting a digital platform or learning program. https://nepc.colorado.edu/sites/default/files/publications/Section%20III%20Privacy.pdf 

# data[].attributes.body
The biggest takeaway from this article is that school systems can not 100% safeguard students' privacy. An expert is required to review contracts with various platforms due to the confusing language that is used. Identifiable information is not always fully hidden, and students can be taken to a third-party site with just the click of a button.

K.Norman