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Rogers states (p. 18) that mass media channels (e.g., television, radio, newspapers) are the fastest and most efficient means of informing potential adopters. Can you identify an example of the use of mass media to present information to potential adopters? How was the information communicated (e.g., commercial, news, drama, etc.). Be sure to describe the style of the presentation. How did you react to the communication? Were you motivated to adopt the innovation? Explain.

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I couldn’t agree more with Rogers’ statement in regards to the impact of mass media channels informing potential adopters (Rogers, 2003). I am a late adopter of Instagram and have been off of Facebook for over ten years. I find myself continually analyzing Instagram’s powerful impact from influencers and bloggers as well as the algorithms it uses to choose unique ads in your feed you are likely to be interested in. Interestingly, considering the information-rich age we live in, we have become pretty dumb as a generation where we trust what is online, especially what has many likes or high reviews. I have witnessed many trends come and pass just from influencers posting on their feed or story, whether the practice was credible or not. Some trends that were spread to potential adopters where charcoal face masks, coconut oil pulling, charcoal teeth whitening. I am always skeptical of any practice without clear credibility, so I never adopted these trends early. However, this changes subliminally in my mind when it comes from someone closer, such as a friend. If a friend is posting about a practice my trust radar increases much more than when it is from an influencer and is more likely to encourage me to try and eventually adopt the innovation. Credibility also changes in my mind when an innovation is discussed in a newspaper. For example, the New York times gave so much hype to the Zojirushi Stainless travel mug, that by the third time I read about it, I purchased one for my husband and I.

The platform used (social media/newspaper), the presenter (influence, my friend, expert in the field, etc.), and my personal schema of who or what I trust and don’t (which newspaper, which influencer and which friend) all impact whether I adopt the innovation or not.

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In terms of the case study starting on page 1 of the Rogers text (Water boiling in a Peruvian Village: Diffusion that failed), can you identify a similar innovation in education, business, or some aspect of our society that failed because of similar reasons? Explain the parallels between the one you have identified and the case study. What could have been done different in your example to facilitate the adoption of the innovation?

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On page 28, Rogers describes three types of innovation-decisions. Can you identify an example of one of these decisions that you have either observed or been affected by? Describe how the decision was made/announced, the response of the individuals affected by the decision, and the final outcome.

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Most innovation practices I have witnessed in my context that are adopted are from Authority Innovation-Decisions, rejecting or adopting an innovation based on few a people who have authority or status in the organization (Rogers, 2003). Google Drive was only used amongst all teachers because administrators required it, and provided rigorous training to teachers. The Understanding by-Design (UBD) curriculum model was only adopted because it was required amongst teachers and the research and learning coordinator and administrator followed up and checked for it. Most teachers never liked being forced into an innovation. Overall, it is human nature to want options based on the motivation theory (Svinicki, 1999). When the teachers were forced to create, lesson plans a certain way, they did not tend to provide 100% effort because they completed it out of frustration. Whereas if the leadership provided multiple innovation options for teachers, I believe the final outcome would be much more effective.

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The first case study in the Rogers text discusses a water boiling intervention that failed in a Peruvian Village because the intervention was perceived as culturally inappropriate by the villagers (Rogers, 2003). The case study teaches us the importance of ensuring an intervention is compatible with the values, beliefs, and schemas of the participants (Rogers, 2003).

In my context, a K-12 independent school in Florida, administrators have been trying to persuade students to apply to universities other than just the local state universities. They hired a part-time school counselor five years ago, whereas in the past the assistant principal assisted students with the college application process. Eventually two-years ago they increased the school counselor’s time to full-time status to serve the students. They have also ensured sophomores and juniors have an opportunity to meet with the school counselor at least twice in a school year, whereas in the past he/she focused on just the seniors. However, the increased time with the school counselor did not change students’ college application behavior, even though it has with past interventions (Belasco, 2013; Bryan et al., 2009; Bryan et al., 2011; Malone, 2013; Stone-Johnson, 2015) . The students continued to apply and enroll in the local state university, regardless of their academic standing or career interests.

With my needs assessment, I discovered that amongst the variety of reasons why students were choosing to only apply to the local state university was a lack of accurate college knowledge amongst parents and students regarding actual net-costs of other universities as well as assuming all universities are equal. In addition, there is a cultural element present amongst the school community that students are expected to stay home for college, at least during their undergraduate studies. With my intervention, I hope to increase parents and students’ college knowledge with a culturally-sensitive print resource and series of workshops in hopes that they may create a cultural shift in regards to applying to universities other than the local state university. I am also interested in using the Diffusion Theory to assess where the students and parents fall post-intervention such as with Ashley (2009) and Hsiang-Ann Liao (2005). In order for diffusions such as the boiling water or increasing college applications in my context, it is necessary to conduct a needs assessment to understand your participants further. Without the needs assessment, I would have made many assumptions based on previous literature that would not have been applicable to my context.

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The College Match Program: Helping Low-Income, College-Ready Students Make Good College Choices

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Belasco, A. S. (2013). Creating college opportunity: School counselors and their influence on postsecondary enrollment. Research in Higher Education, 54(7), 781-804. Retrieved from http://eds.a.ebscohost.com.proxy1.library.jhu.edu/ehost/pdfviewer/pdfviewer?sid=d5123008-b230-4e4e-b904-3800c270ffda%40sessionmgr4002&vid=1&hid=4213

Bryan, J., Holcomb-McCoy, C., Moore-Thomas, C., & Day-Vines, N. (2009). Who sees the school counselor for college information? A national study. Professional School Counseling, 12(4), 280-291. Retrieved from http://www.jstor.org.proxy1.library.jhu.edu/stable/42732871?seq=1#page_scan_tab_contents

Bryan, J., Moore-Thomas, C., Day-Vines, N., & Holcomb-McCoy, C. (2011). School counselors as social capital: The effects of high school college counseling on college application rates. Journal of Counseling & Development, 89(2), 190-199. Retrieved from http://eds.a.ebscohost.com.proxy1.library.jhu.edu/ehost/detail/detail?sid=c53d6b83-e3bc-4fe0-8ce3-75f2b7b04f65%40sessionmgr4004&vid=0&hid=4213&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=60145279&db=a9h

Malone, H. J. (2013). The search stage: When, where, and what information do urban public high school students gather about college. Journal of School Counseling, 11(13), 1-35. Retrieved from http://eds.b.ebscohost.com.proxy1.library.jhu.edu/ehost/detail/detail?sid=685f8841-746f-4abe-982a-f84b72d12e78%40sessionmgr198&vid=0&hid=121&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=97611456&db=eue

Stone-Johnson, C. (2015). Counselors as policy actors: Challenges to systemic involvement in college and career readiness policy in secondary schools. American Secondary Education, 43(2), 27-43. Retrieved from http://www.sciencedirect.com/science/article/pii/S0065260102800090http://eds.b.ebscohost.com.proxy1.library.jhu.edu/ehost/pdfviewer/pdfviewer?sid=601a0571-7222-4942-a98c-55c81b71a880%40sessionmgr114&vid=1&hid=121

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What is Understanding by Design? Author Jay McTighe explains.

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Svinicki, M. D. (1999). New directions in learning and motivation. New directions for teaching and learning, 1999(80), 5-27. Retrieved from: https://doi.org/10.1002/tl.8001