Student-Driven Portfolios: Seesaw in the Classroom

Team Name: Seesaw for the Win-Win

Change Agents: Ciara Johnson, Emily Atkins, Kimberly Rudick
Client: Karla Rozier, 3rd Grade Team Lead, King Springs Elementary
(karla.rozier@cobbk12.org)
Innovation: Seesaw, Student-Driven Portfolios
Intended Adopters: Elementary Teachers and Students

Photo credit: TK Tinkerspace http://itehelp.info/2018/04/04/seesaw-app-creates-balance/

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Table of Contents
1a. Innovation
Rationale
General Features of the Selected Innovation
Five Attributes of the Innovation
Relative Advantage
Compatibility
Complexity
Trialability
Observability

1b. Context
Description of the School or Educational Unit
General Characteristics of the Intended Adopters

2. Analysis
Method and Sample
Perceptions and Attitudes Toward Innovation
Knowledge and Skills in Relation to the Innovation
Concerns about the Innovation
Adopters’ Support Needs
Social and Organizational Factors
Barriers to the Innovation
Enablers of the Innovation
Five Representative Voki Quotes

3. Technology Integration Plan

Action Plan
Step 1: Descriptive Title of Step 1
Rationale:
Key Actors and Resources:
Timeline:
Step 2: Descriptive Title of Step
Rationale:
Key Actors and Resources:
Timeline:
Step 3: Descriptive Title of Step
Rationale:
Key Actors and Resources:
Timeline:
Step 4: Descriptive Title of Step
Rationale:

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 Key Actors and Resources:
Timeline:
Step 5: Descriptive Title of Step
Rationale:
Key Actors and Resources:
Timeline:
Step 6: Descriptive Title of Step
Rationale:
Key Actors and Resources:
Timeline:
Step 7: Descriptive Title of Step
Rationale:
Key Actors and Resources:
Timeline:
Step 8: Descriptive Title of Step
Rationale:
Key Actors and Resources:
Timeline:
Step 9: Descriptive Title of Step
Rationale:
Key Actors and Resources:
Timeline:
Summary Table

References

1a. Innovation

Rationale and General Features of the Selected Innovation

As a new paradigm of change is upon us, it brings with it learner-centered instruction.
The shift from teacher led and factory model schools to student-driven classrooms, as most new
system-wide changes do, also has its challenges. One of those challenges is answering the
question, “how?” How do teachers help foster a learner-centered environment?

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 One way we can attempt to answer this question is through the use of a multimedia,
student-driven portfolio called Seesaw. Seesaw puts instruction and learning into the hands of
students. By creating online student portfolios, students are able to take control of their own
learning and goals, tracking their own progress through uploading various classroom activities.
This article helps support the idea of using online portfolios to help support student-lead learning
and motivation. When students can see their own data and progress, this leads to an increase in
student motivation, thus, a stronger will and want to lead their own learning, build on their
interests, and involve their classmates and parents/guardians at home. The Seesaw environment
also fosters learner-centered instruction by allowing teachers to upload assignments into student
accounts that fit the specific needs of each individual as well as uploading helpful tips, videos,
and other resources to aid in those assignments.

Student-driven portfolios through the use of Seesaw are just one tool that can help the
world of education move from teacher-centered instruction to learner-centered instruction.
Individualized instruction, putting the learning into the hands (literally) of the students, and
helping increase student motivation for their own learning and success are all exemplary reasons
for why using tools like Seesaw will help teachers make this challenging shift towards a
classroom that fosters the learner-centered paradigm of education.

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Five Attributes of the Innovation

Relative Advantage:

Students create an innovative Portfolio that can be seen by teachers, parents and
administrators. Through the whole-school set up, a student can begin a portfolio that follows
them throughout their whole school career. Parents can be given an access code to see all classes
of their child at once. Seesaw also helps to continue towards standards based learning and
assessment. Teachers are able to tag their student posts with school standards that have been
achieved or need to be worked on. For students who need enrichment, the media center can
publish activities for all students to see. For example, sight words or new vocabulary terms for
different grade levels. Another fantastic feature is that parent and student engagement can be
tracked. When a student or parent logs in, the app tracks their usage. This is an excellent talking
point during parent/student/teacher conferences. Seesaw can also be used for flipped learning
activities. Teachers are able to create activities and record the instructions for that activity for
students to complete as self-directed learning. Students are able to complete these assignments at
their own learning pace, reviewing the instructions repeatedly, viewing attached helpful
resources and hints, etc.

Compatibility:

The Seesaw App works with IPads, Chromebooks, Amazon Kindle, and computers with
Chrome or Firefox. There are three different ‘levels’ of Seesaw. Seesaw, Seesaw Plus and
Seesaw School. Each level offers different levels of options for App usage. Seesaw is also
compatible with several other apps such as Keynote, Numbers, etc. Links for online quizzes and
polls can be included in Seesaw using the link tool. This tool can be utilized for several different
reasons and activities such as giving students access to external resources and videos.

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Complexity:

Seesaw is very user friendly and offers many video tutorials . It is simple to use and
understand for both adults and students. Unlike Edmodo, Schoology, or similar products,
Seesaw uses symbols and has a simple interface which makes it user friendly for all ages of
students and less daunting to teachers and administration. Another feature that sets Seesaw apart
from other apps and online portfolios is its unique log in system. Teachers may choose to set up
Seesaw on devices to where students are not required to enter a user login or password, which
can be challenging for younger students. For shared devices in a classroom, teachers simply post
a QR code poster for students to scan when logging in to Seesaw and find their name. For 1:1
classrooms, students would have their own QR code to scan before selecting their name from a
class list.

Trialability:

The Seesaw app and web based application has a free version that can be used for
trialability. The app is very user friendly. Teacher, students, and administration can use many of
the features and test out how the app can be used before considering purchase of an upgraded
version. The free version allows teachers to communicate with parents, set up 10 classes,
activate 2 teachers, and use all of the multimedia tools to capture and assign student learning as
well as the use of compatibility with other apps. Upgraded version allows for teachers to use the
assessment portions and create customized activities.

Observability:

Using Seesaw allows anyone with permission to view the contents and entries. This
allows for parents, teachers, administrators, and students to see all the entries related to them and
their students. However it does offer privacy by allowing only those who have a specific code to
view student work. This would allow administration the ability to see all the classes in their
school , but also only allow parents to see their own students work and keep their students’ work
secure. Parents with permission can view their child’s work thought the Seesaw Parent and
Family app, teacher and administration can view and add items through the SeeSaw Class app.

1b. Context

Description of the School or Educational Unit

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 King Springs is a K-5 Elementary School that temporarily spans two campuses due to
rapid growth. King Springs sits in south Cobb County, in the city of Smyrna. In 2017, The
Governor's Office of Student Achievement stated that King Springs is a diverse school with a
population that is 43% white, 34% African-American, 11% Hispanic, and 6% Asian. Twenty-
five percent of students at King Springs are considered economically disadvantaged, receiving
free and reduced lunch from the state. 9% of students are ELL (English Language Learners).
King Springs consistently performs better than the other schools in the area, Cobb County as a
whole, the state of Georgia as a whole, and currently has a B rating with a 83.5 CCRPI score.

As seen in the school’s 2018 Strategic Plan (2017) the school is focusing on maintaining
their status as a Cobb STEM certified school and looking to gain AdvancED STEM certification.
To do this, one of the school’s key action items is “As a STEM initiative, Increase technology
resources and student use of technology as a learning resource for creation and collaboration
with peers” (2017). They feel the use of Seesaw as a learning tool, collaboration tools, and as a
digital portfolio will assist them in receiving AdvancED STEM certification.

General Characteristics of the Intended Adopters

While the whole school is looking to adopt the use of Seesaw, this project will focus on
the 3rd grade team. The third grade team at King Springs Elementary for the 2018-2019 school
year consists of 8 general education teachers and one special education teacher. They range in
experience from a first year teacher to a teacher with 25 years experience. The average
experience in the group is 10 years experience. Four members of the third grade team hold
masters degrees in education, while all nine teachers hold bachelor degrees in education. The
ethnicity of the team is seven white and two African-American, all female.

The team leader, Karla Rozier, is the main client for this project. Karla has 25 years
experience in Early Childhood Education. She has a bachelor's degree in Early Childhood
Education and has been a Cobb County Teacher of the Year twice.

2. Analysis

Method and Sample:

For this assignment we collected data from stakeholders in a variety of ways. The
teachers involved were polled using Google Forms, while students and parents were given
informal interviews. Seven third grade teachers (6 general education teacher, 1 special education
teacher) took the Google Forms survey, two elementary school parents were given an informal
interview, and two elementary school students were given an informal interview.

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Perceptions and Attitudes Toward Innovation
Teachers: Out of the seven teachers that took the survey, 5 were excited to adopt Seesaw,
while two teachers had some reservations toward adoption of SeeSaw. All teachers seemed to
have a positive overall attitude toward adoption. All teachers understood the usefulness of
having a digital portfolio for students but were unsure of all possible uses of Seesaw.

Parents: Both parents were excited at the idea of being able to see what their child was doing
in the classroom via the picture share feature of Seesaw and loved the idea of being able
comment on their child’s work. They are not concerned about the ease of use, and both agreed
they would download the parent app as soon as the school adopted the program.

Students: All the students at the school are familiar with Seesaw because our Art
Teacher uses the program. The students enjoy using Seesaw. One student noted they were sad
because their parent did not download the app, and the other student agreed that they wished
their parents commented on their items. When asked if they would like their classroom teacher
to use the program, they both stated they would like to use it in their class, commenting that they
would be able to show their parents STEM projects and pictures from “special days” (like Field
Trips, etc).

Knowledge and Skills in Relation to the Innovation

Teachers: Our survey indicated that all the teachers had some knowledge of what Seesaw was.
Two teachers were not very familiar, three teachers felt they were somewhat familiar, and two
teachers were very familiar. Most teachers, except one who felt they were already proficient in
Seesaw, felt like they did not know all the features of Seesaw and how it could be implemented
in the classroom.
Parents: Neither of the parents were familiar with Seesaw or any of it’s offerings. They both
stated that a note home with directions would be enough for them to begin feeling comfortable
with using the parent app.

Students: The students interviewed had some experience with Seesaw. When asked how we
could teach new students how to use Seesaw, both expressed that they figured out how to use
most the features of Seesaw after the Art Teacher taught one lesson to the class.

Concerns about the Innovation

Teachers: Of the seven teachers polled for this survey, four of the teachers did not have any
questions, concerns, or reservations about using the Seesaw app. One teacher stated they were
concerned about not being familiar with the program and expressed needing more knowledge
and practice in implementing Seesaw into the classroom. Another teacher noted they were

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concerned about student work traveling with them to the next grade or the availability of student
portfolios to the students and parents once they leave their current grade. The last teacher’s
concerns were how to implement Seesaw with limited technology in the classroom, teachers
and/or parents misusing the program, and using Seesaw for grading purposes.

Parents: Of the two parents interviewed, both expressed only one real concern with using
Seesaw, and that is student security and confidentiality. These parents would like to know their
children’s portfolio is only visible to the student, parents of said student, and the
teachers/administrators of the student.

Students: Students did not have any concerns about using Seesaw in the classroom.

Adopters’ Support Needs

Teachers: Six out of the seven teachers expressed several different support needs they would
like to see before and after implementing Seesaw into their classrooms. All six teachers stated
they would like to see multiple professional development sessions, with one teacher adding they
would like to have classroom “check-ins” once they have completed their professional
development courses. Another of the six teachers stated they would like to see more innovative
ideas on how to include this program in their classroom other than the bare minimum of what
Seesaw has to offer.

Parents: The two parents interviewed stated the only support they would need is a simple
instruction letter on how to set up Seesaw at home. They felt comfortable in figuring out how to
use the app once they installed it.

Students: The students interviewed felt comfortable using Seesaw already due to being
introduced to it by the art teacher. However, they also expressed a need for learning some of the
new ways other teachers may incorporate Seesaw in their classrooms. They both stated as long as
their teachers modeled and taught how to use different features of Seesaw, they would feel
comfortable using it independently afterwards.

Social and Organizational Factors

Teachers: Teachers interviewed felt they would be supported by other teachers,
administration, and technology staff. They feel the school they would be implementing this
program at is open to innovative ideas and enhancing the classroom with technology. All
teachers felt the school climate is conducive for taking on and learning how to implement
Seesaw.

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Parents: The parents felt the school, administration, and teachers were all supportive of the
students and parents. The parents also felt technology and new ideas were always supported
throughout the school. They were confident in receiving the guidance and support, if needed,
from their child’s teacher when using Seesaw.

Students: The students interviewed stated they felt like their school and teachers always
support technology and the use of new programs, apps, and ideas in the classrooms. They stated
they always felt like their teachers have provided support in guidance in using any new
technology or programs. They also stated their classmates were always willing to help solve
problems/issues that may arise when using technology in the classroom (ex: showing them how
to access an app or log into a computer program).

Barriers to the Innovation

Teachers: External Barriers for implementation of SeeSaw for teachers would include time
constraints to implement the new technology. Finding the time to implement a new program that
you are not familiar with. Two of the seven teachers said they were not at all familiar and three
said they were somewhat familiar. This could be a deterrent from beginning SeeSaw in their
classroom. Other issues would include not having the necessary technology or connectivity for
the SeeSaw app. One teacher out of the seven had concerns with having enough technology in
her class to properly implement the program. While SeeSaw can be used in small groups, it is
most effective when each child has their own device ie.) a computer or tablet to complete their
work. One-to-one technology would be most beneficial as well as outside access to wifi and a
working device.

Parents: The largest barrier for parents would be the time needed to initially set up an account
and learn to navigate the SeeSaw app. Other issues would be the unavailability of wifi or a
device to use the app. Of course spending time on the SeeSaw app to review their students work
and teacher feedback would also take time and involvement on the parent’s part.

Students: One of the major issues for connectivity for the SeeSaw app is often that there are
simply not enough servers to support the amount of people that are online. Many schools have
BYOD or one-to-one devices, but the server within the school cannot handle all the users at one
time. This can lead to frustrations and cause teachers and students to discontinue or not even
begin to use the app.

Enablers of the Innovation

Teachers: The catchphrase on the seeSaw website is “inspire your students to do their best
work!” Teachers can use SeeSaw to create individualized learning for all students. The app

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allows for many learning styles and ease of grading. Communication with parents through the
app is streamlined and easy to navigate. Sign up is free; which is a huge bonus. If teachers are
having trouble coming up with a lesson, there are dozens to choose from that have been uploaded
by other SeeSaw app users. Save planning time by sharing and networking with other teachers.

Parents: Parents would love to be able to follow their child’s education throughout their school
career. Imagine seeing the growth from first grade to fifth grade. Grading questions can be asked
through the app, where a student’s grades are available. Parents can even leave notes of
encouragement or praise on a great piece of work. SeeSaw also promotes school to home
connections.

Students: Students will love to come to class to see the new and innovative ways they get to
add technology to their education. Their learning styles can be reflected in their interests. Love to
take photos? Snap a picture of biotic features in nature rather than writing definitions. Enjoy
drawing? Use SeeSaw’s drawing component to sketch out our solar system. The possibilities are
endless. Students will also love to show off their work to their parents and get fast feedback and
grades from their teachers.

Five Representative Voki Quotes

1. Female Teacher 1 In response to the question “What are your concerns about adopting
Seesaw?” Response: “Can students keep their postings once they go to the next grade?
What about after graduating high school, is there a way parents can download or order a
CD of all of their work?”
2. Female Teacher 2 In response to the question “What support or professional
development would you need to use Seesaw in the classroom?” Response: “I would need
several professional development sessions from someone who is very familiar with it,
and would appreciate being checked in on after PD sessions.”
3. Female Teacher 3 in response to to the Question “What are your concerns about
adopting SeeSaw?” Response: “Using Seesaw with limited technology in the classroom
is a concern I have.”
4. Student 1 in response to trying the new app SeeSaw. Response: “Using Seesaw sounds
hashtag awesome!”
5. Student 2 in response to the question “What are your concerns about using Seesaw?”
Response: “I don’t have any concerns using Seesaw. We already started using it in Art,
and I can figure out most apps pretty easily.”

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3. Technology Integration Plan

Action Plan

The main goal of this technology integration plan is to shift the classrooms at King Springs
Elementary School from teacher-centered instruction to learner-centered. Learner-centered
instruction is a part of the paradigm change of education, which, according to Reigeluth & Duffy
(2014), is required due to a crucial change in education. Classrooms are shifting from factory-
model and teacher-centered instruction to learner-centered instruction. According to Yung-Jo
An, (2012), "Learner-centered teachers provide students with authentic learning experiences in
which students can develop real-world skills, such as communication, collaboration, critical
thinking, creative thinking, problem solving, and decision making skills." By using Seesaw in the
classroom, teachers will be able to individualize instruction, increase student participation in
taking control of their own learning, and, due to the differentiated lessons, allow students to work
more at their own pace and fully grasp content before moving onto more difficult concepts. In
short, Seesaw will more easily allow teachers to shift to a more learner-centered classroom.

Step 1: Conduct Surveys With Faculty, Students, and Parents

Rationale:

Before implementing any new kind of technology or innovation, it is important to understand the
stakeholders point of view (Kotter, 20007). By conducting surveys with teachers, change agents
will familiarize themselves with teachers understanding, concerns, questions, and comfortability
using Seesaw. The parent survey is just as important, as Seesaw promotes more parental
involvement with their child’s education. This survey for parents will allow the change agents
insight to not only how familiar parents are with Seesaw, but also how willing they are to
become more familiar and involved in aiding their child in using this program. The student
survey will give change agents an idea on how comfortable they may already be in using Seesaw
as well as how motivated and/or prepared they are to take on a new program for the upcoming
school year.

Key Actors and Resources:

Key Actors:
● Change Agents
● Faculty
● Parents
● Students
Resources:

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 ● Chromebooks
● Google Forms
● Questionnaires/Interview time for Students

Timeline: Two Weeks

Step 2: Assemble a Group of Early Adopters

Rationale:

Rogers (2003) states that Early Adopters have the greatest degree of opinion leadership.
Keeping this in mind, we will train a group of early adopters to serve as role models and “the
individual to check with” (Rogers, 2003) when the innovation is rolled out to the entire school.
These early adopters and school administration will be trained on the use of the app and will in
turn use it in their classrooms noting any concerns that need to be addressed before the
innovation is shared with all staff. They will pilot this innovation beforehand so as to be the
innovation leaders and support team once the innovation is implemented school-wide.

Key Actors and Resources:

Key Actors:
● Change Agents
● select group of school staff (early adopters)
● school administration
Resources:
● iPads with Seesaw App installed
● Meeting time with admin and early adopters

Timeline: 1 month

Step 3: Create and Communicate a Vision

Rationale:

With the help of the school administration and early adopters, as well as the data from the early
survey, we will create a vision for how the school wants to utilize their new innovation, Seesaw.
Kotter (2007) shares the importance of using a common vision to help direct and focus the
change effort. Then the vision will be shared with all of the stakeholders in advance of training
to make sure all stakeholders understand the vision and direction the school is heading.

Key Actors and Resources:

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Key Actors:
● Change Agents
● Early Adopters
● School Administration
Resources:
● Meeting time with admin and early adopters
● Data from previous survey

Timeline: 2 meetings over two weeks

Step 4: Meet With School Leadership Team and Department Chairs to Gain Support

Rationale:

Those who hold leadership roles within a school quite often also are considered the “opinion
leaders.” These people are the ones other teachers usually look to for advice, support, and
guidance (Rogers, 2003). By meeting with the leadership team and grade level chairs, we can
positively influence their perspective on the new innovation through videos, testimonials, and
live demonstrations of all the different possibilities Seesaw presents. Ellsworth (2000) states that
without teacher support of an implementation, change will not be successful. Therefore, it is of
utmost importance that we gather the support of the opinion leaders of the school to bring about
a true, school-wide change.

Key Actors and Resources:

Key Actors:
● Change Agents
● Leadership team (SBLT)
● Department/Grade Level Chairs
Resources:
● Seesaw videos, live demonstration, testimonials, etc.

Timeline:
● Two weeks consisting of two meetings (first meeting: discussion/questions/concerns,
second meeting: demonstration, videos, and practice and play around time with Seesaw)

Step 5: Getting Rid of Perceived Obstacles

Rationale:

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Ellsworth (2008) notes that communications throughout the innovation process must flow both
ways. Giving the teachers an opportunity to share their concerns is just as important as the
change agents being given the opportunity to dispel or discuss what the teachers perceive as
obstacles. In this first meeting with all the teachers, it will be important for the change agents to
make sure the teachers feel prepared for the coming innovation and concerns have been
addressed (Ellsworth, 2008). Using the opinion leaders and their newly acquired
interest/support, the entire staff can hear from their peers why implementing this innovation is
beneficial. When concerns or questions are brought up at the school-wide meeting, change
agents as well as opinion leaders can now have answers, solutions, and positive reasons why
Seesaw can help the school shift to learner-centered classrooms with more ease.

Key Actors and Resources:

Key Actors:
● Change Agents
● All Teachers at King Springs Elementary
● School Administration
● Opinion Leaders
Resources:
● Meeting time with all teachers at King Springs Elementary
● Data from previous survey
● Overview of SeeSaw

Timeline: one week

Step 6: Build Capacity

Rationale:

Fullan, Cuttress, and Kilcher (2005) define building capacity as acquiring new knowledge and
skills as well as new resources all the while working together to bring about change. In order to
fully implement Seesaw, professional development trainings will need to be put into place as part
of “building capacity.” Teachers will need to be trained in all aspects of Seesaw, how the app
works, different aspects of Seesaw, innovative ways on how to incorporate Seesaw into the
classroom, how to use other apps in correlation to Seesaw, etc. Early Adopters of the program
who piloted Seesaw will serve as additional trainers and support members during professional
development meetings, as well as help teachers individually when needed. The school will also
hold a parent workshop to educate the parents and guardians on the features and uses of Seesaw.
According to the early survey, most parents felt they could use Seesaw with a simple
instructional letter or short introduction; therefore, conducting an informative, yet brief, parent
workshop will be a part of this action plan. In addition to professional development trainings on

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using the actual program, the school must also build capacity by acquiring the proper resources
to fully implement the innovation. This means each classroom must be fully equipped with iPads
and/or chromebooks, headphones, the purchasing of any additional apps, and, of course, the
downloading and setting up individual student and classroom accounts within Seesaw.

Key Actors and Resources:

Key Actors:
● Change agents
● Administration
● Professional Development Trainers
● All Staff
● Early Adopters
Resources:
● Series of professional development meetings
● Updated technology-iPads and/or Chromebooks for each classroom
● Headphones
● Seesaw app and any additional corresponding apps
● Trainers for professional development

Timeline: 6 weeks

Step 7: Establish Incentives and Rewards for Teachers Participating in the Adoption of
Seesaw.

Rationale: “Real transformation takes time,” Kotter explains. Momentum can be lost if small
victories or short term goals are not met and celebrated. In order to reward and incentivize those
teachers who spend time and effort to adopt the Seesaw program, quarterly rewards will be
offered to those in participation. For this action step at the end of each grading quarter, teachers
who successfully implemented and used Seesaw in their classroom will be rewarded with
recognition, a pass for jeans day and a duty free lunch provided by the PTSA or School
Foundation to discuss their successes. Teachers can also use this time to share successful lessons
implemented in their classrooms via Seesaw. This action step is extremely important because as
Kotter (2007) continues to explain, “without short term wins, too many people give up or
actively join the ranks of those people who have been resisting change.” Seesaw can only
succeed if teachers feel valued in their hard work and successes using the app. It will be
important to show them they are appreciated and doing a good job.

Key Actors and Resources:

Key Actors:

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 ● Change Agents
● Early Adopters
● Opinion Leaders
● Administration
● PTSA/Foundation Volunteers

Resources:
● Jeans Passes (Provided to teachers who used SeeSaw at least three times in the quarter)
● Lunch (Provided by school foundation or PTSA volunteers)
● Meeting space for lunch and collaboration time.

Timeline: ongoing throughout the school year

Step 8: Develop Culture for Learning and Encourage a Continuance of Innovation

Rationale:

According to Fullan, Cuttress, and Kilcher (2005), when implementing a change there needs to
be a culture for learning established. A culture of learning requires the entire staff of a school or
within a school system to be in a mindset of wanting to implement this change as well as wanting
to help and learn from others. “Successful change involves learning during implementation”
(Fullan, et al., 2005). For this action step, we will plan to have monthly check-ins as a collective
staff to pose further concerns and/or questions about Seesaw, positive outcomes seen in the
classroom, and new ideas on how to use Seesaw. These check-ins will support a culture for
learning by allowing teachers to feel supported throughout this change rather than left to figure
things out on their own. Along with the scheduled school-wide check-ins, early adopters and
opinion leaders will make themselves available to teachers who require additional support and
those who have issues needed resolving.

Key Actors and Resources:

Key Actors:
● Change Agents
● Early Adopters
● Opinion Leaders
● All Teachers
● Administration
Resources:
● Meeting space for monthly check-ins
● IT support for possible technology issues

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 ● Additional learning resources, videos, and websites

Timeline: entire school year required for monthly check-ins after beginning implementation

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Summary Table
Action Rationale Key Actors Resources Timeline
Steps/Strategies

Step 1: Conduct Before implementing a new Change agents, Chromebooks, 2 weeks

Survey with innovation, it is important to see faculty, parents, google forms,
Faculty, “what you are working with” and students questionnaires,
Parents, and what concerns and questions meeting time to
Students need to be addressed. survey students

Step 2: Early Adopters will become Change agents, Teacher iPads 1 month
Assemble a invested and serve as role select group of with SeeSaw
Group of Early models. teachers, school App installed
Adopters admin

Step 3: Create A vision will be create to focus Change agents, Survey Data, 2 weeks
and all adopters. Teacher, meeting time
Communicate a administration with early
Vision adopters

Step 4: Meet Not only will the pilot program Change agents, Seesaw videos, 2 weeks, 2
with School and early adopters be able to leadership team live meetings
Leadership promote change using Seesaw, members, grade demonstration
Team and but also having the leadership level chairs, from early
Department team members and grade level early adopters adopters, and
Chairs to Gain chairs on board to support the testimonials
Support implementation of Seesaw will
further influence the remaining
staff to implement this
innovation.

Step 5: Getting Change agents will introduce Change agents, Survey data, 1 week
Rid of Perceived innovation dispel obstacles to Teacher, meeting time
Obstacles clear the way for innovation administration with all teachers

Step 6: Build Professional Development Change agents, iPads, meeting 6 weeks

Capacity trainers, early adopters from the professional area with
pilot program, and opinion development program and
leaders will all work together to trainers, early technology
introduce and instruct staff on adopters, resources for
the program, Seesaw. New opinion leaders, training
technology and other required administration purposes,

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 resources will be bought or headphones,
reviewed within each trainers for PD,
classroom. Seesaw app and
any
corresponding
apps teachers
wish to use

Step 7: To further motivate and Change agents, Jean passes Ongoing

Establish encourage the adoption of this administration, and/or PTSA- throughout
Incentives and innovation, quarterly incentives early adopters, provided lunches the school
Rewards for for all faculty actively involved in opinion leaders, year
Teachers implementing Seesaw will be staff
Participating in established. This is to celebrate
the Adoption of the gains and successes of the
Seesaw faculty.

Step 8: Develop Early Adopters and Opinion Early adopters, Meeting space Ongoing
Culture for Leaders will lead school-wide, change agents, for monthly after the
Learning and monthly check-ins to discuss opinion leaders, check-ins, IT initial roll-
Encourage a issues, questions, provide administration, support, out of
Continuance of support, learn new ideas, and staff additional innovation
Innovation discuss positive outcomes seen learning videos
in classroom. and peer
observations

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 References

An, Y.-J. (2012). Learner-centered technology integration. In V. C.X. Wang (Ed.), Encyclopedia

of e-leadership, counseling and training (pp. 797-807). Hershey, PA: Information Science

Reference.

Ellsworth, J. B. (2000). Surviving change: A survey of educational change models. Syracuse,

NY: Clearinghouse on Information & Technology, Syracuse University.

Fullan, M., Cuttress, A, & Kilcher, A. (2005). Forces of Leaders for Change. JSD, 26, (4).

King Springs 2017-2018 Cobb Strategic Plan. (2017, Summer). Retrieved from

http://www.cobbk12.org/kingsprings/2018 Strategic Planning King Springs.pdf

Kotter, J. P. (2007). Leading Change: Why Transformation Efforts Fail. Harvard Business

Review,96-102. doi:10.1007/978-1-137-16511-4_7

Reigeluth, C., and Duffy, F. (2014). Paradigm change in education. Educational Technology, 3-

6.

Rogers, E. M. (2003). Diffusion of Innovations (5th Ed.) New York, NY: Free Press.

The Governor's Office of Student Achievement: Georgia School Reports. (n.d.). Retrieved from

https://schoolgrades.georgia.gov/king-springs-elementary-school

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