COLLEGE OF SCHOOL OF TEACHING AND LEARNING EME 7345: IMPLEMENTING INNOVATIONS

1. Course Number: EME 7345

2. Title of Course: Implementing Educational Technology Innovations (ETIs)

3. Course Credit Hours: 3 credit hours

4. Instructor Contact Information Name: Kara Dawson, PhD Email: [email protected] Skype: karadawson2 Office Phone: (352) 273-4177 Office Location: G518

5. Proposed Class Meeting Times and Office Hours This is an online class. Office hours can be scheduled upon request using Skype, Hangout, telephone or another technology proposed by students. Attendance during synchronous sessions is also required as outlined in the course shell.

6. Course Description Educational technologists seek to improve teaching and learning through the use of technology tools and processes. Yet, they are often more well versed in how to use the technology than in how innovations diffuse across a particular context or in how to evaluate the effectiveness of these innovations. In this course we will focus on diffusion and as key components to implementing ETIs. This course is designed to remain true to the framework of the online EdD program in that it seeks to help you merge theory, research and practice as related to implementing ETIs. As such, you will analyze research on innovation diffusion theory and on the EME 7345: Implementing Educational Technology Innovations (ETIs)

evaluation of ETIs and programs. You will then apply this research in your practice through case study analysis and completion of a small-scale evaluation of an ETI. This course is strategically placed near the end of your coursework and you will be asked to draw on experiences from other Educational Technology courses including the Foundations of Research in Curriculum and Instruction, Instructional Design, Foundations of Educational Technology, and Issues and Trends in Educational Technology, and your quantitative and qualitative research courses taken through the Research and Evaluation Methods program.

7. Course and Student Learning Objectives By the end of the course students should be able to:

1. Describe and discuss the components of innovation diffusion theory 2. Interpret innovation diffusion theory within their professional context 3. Identify major frameworks for evaluating ETIs 4. Identify important considerations when planning for evaluating ETIs 5. Identify study designs appropriate for evaluating ETIs 6. Identify and develop appropriate instruments for evaluating ETIs 7. Produce a small-scale evaluation of an ETI report using methods and conventions acceptable within the educational technology discipline

8. Required Textbook and Resources:

Required books and Rogers, E. M. (2010). Diffusion of innovations. Simon and Schuster.

Renew student membership to AECT so you can access these required readings. These are also available via the UF libraries but it is a good idea to belong to AECT as a student

Jonassen, D. H. (2001). Handbook of research on educational communications and technology. Lawrence Earlbaum.

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Jonassen, D. H. (2004). Handbook of research on educational communications and technology. Taylor & Francis.

Spector, J. M., Merrill, M. D., Elen, J., & Bishop, M. J. (Eds.). (2008). Handbook of research on educational communications and technology. New York: Routledge.

Spector, J. M., Merrill, M. D., Elen, J., & Bishop, M. J. (Eds.). (2014). Handbook of research on educational communications and technology. New York: Routledge.

Recommended books and readings Creswell, J. W. (2014). Research Design. Qualitative, Quantitative and Mixed Methods Approaches. 4th edition. Sage Publications. Onilne PDFs will be provided for required readings from this book. Books from previous courses Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction. John Wiley & Sons. (from instructional design class) Books from quantitative and qualitative courses Hardware and Software requirements: • A computer with a headset (microphone and headphones) connected to the Internet • A web browser (a recent version of Firefox, Chrome, Internet Explorer etc.)

9. Course and Policies 9a. Class attendance, make-up assignments and other work Attendance is expected and excessive absences though not anticipated in a graduate level course, will adversely influence final grades. Attendance in online courses can be inferred from the number of times students access the course and the amount of time spent within the course. It can also be inferred by the level of interactivity within the course and from attendance at required synchronous sessions. Acceptable reasons for absences include illness, serious family emergencies, special curricular requirements, military obligation, severe weather conditions, religious holidays, and participation in official University activities. Absences from class for court-imposed legal obligations (e.g., jury duty or subpoena) are also excused. Please communicate with the instructor

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about excused absences in advance whenever possible. Excused absences are consistent with university policies that can be found at: http://gradcatalog.ufl.edu/content.php?catoid=10&navoid=2020#attendance

Late work is not accepted except in extremely unusual circumstances. Extremely unusual circumstances must be discussed with the instructor PRIOR to due dates. Incomplete grades are not given. Please plan accordingly and finish all work during the scope of this course. All assignments will be graded within one week of the due date; please check your feedback regularly. It is unlikely assignments submitted early will be graded early. Late assignments will be accepted up to one week late with a mandatory 15% penalty. Work submitted after one week will not be graded except in extremely unusual circumstances. Extremely unusual circumstances must be discussed with the instructor PRIOR to due dates. Assignments should be presented in a neat and concise manner. Consider what you expect in terms of quality from individuals that you are teaching, coaching or supervising. 9b. Accommodations for Students with Disabilities Students requesting accommodation for disabilities must first register with the Disability Resource Center - www.dso.ufl.edu/drc/. The DRC will provide documentation to the student who must then provide this documentation to the instructor when requesting accommodations. Students should contact the DRC and complete this process as early as possible in the term for which they are seeking accommodations.

9c. UF Student Honor Code UF students are bound by the Honor Pledge which states, “We, the members of the UF community, pledge to hold ourselves and our peers to the highest standards of honor and integrity by abiding by the Honor Code. On all work submitted for credit by students at UF, the following pledge is either required or implied, “On my honor, I have neither given nor received unauthorized aid in doing this assignment.” The Honor Code (http://www.dso.ufl.edu/sccr/process/student-conduct-honor-code/) specifies a number of behaviors that are in violation of this code and the possible sanctions. Furthermore, students are obliged to report any condition that facilitates academic misconduct to appropriate personnel. If there are any questions or concerns, please consult with the instructor in this class.

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9d. Online Course Evaluation Process Students are expected to provide feedback on the quality of instruction in this course based on 10 criteria. These are conducted online at https://evaluations.ufl.edu. Evaluations are typically open during the last two or three weeks of the semester, but students will be given specific times when they are open. Summary results of these assessments are available to students at https://evaluations.ufl.edu.

9e. Student Assistance and Emergencies University support services are available to students who are experiencing significant distress and/or personal emergencies. As appropriate please contact: UF Counseling & Wellness Center: www.counseling.ufl.edu or 352-392-1575 University Police Department: 352-392-1111 or 9-1-1 for emergencies

10. Methods of Student Evaluation 10a. Course Requirements The following course requirements are discussed briefly below and in more detail within the course shell: (1) Online content and participation, (2) Innovation Case Study Analysis, (3) Small Scale ETI Evaluation and 4) Professionalism. Online Content and Participation (40%). Meets CG1-6. You will be expected to complete weekly assignments. These activities are aligned to the course objectives and detailed in our course shell. They are also tentatively outlined in the Weekly Assignments table below but check the course shell for the most accurate information. The assignments include readings, contributing to discussions, participating in collaborative projects and completing other assignments related to course content including, but not limited to, locating and analyzing an existing instrument related to evaluating ETIs, creating a logic model and identifying considerations specific to implementing ETIs. Each assignment will be assessed based on how well criteria outlined in the assignment are met. Innovation Case Study Analysis (25%). Meets CG1&2. You will select one innovation within your practice and present a case study analysis of how the diffusion of this innovation aligns (or not) with innovation diffusion theory. Your case study should include the following components and each component will be included in the grading rubric for this assignment:

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(1) A description of the innovation and the context in which it is being (or will be) diffused. The four main elements of diffusion will be helpful as might information about innovation-development process and the various types of innovation-decisions. (2) An analysis of how the innovation aligns with (or not) the attributes known to support adoption. (3) An analysis of the various adopters present in the context. (4) An analysis of the diffusion networks at play in the context. (5) An analysis of the change agents working in the context. (6) An analysis of the innovation-decision process as related to the innovation. (7) An analysis of the consequences or anticipated consequences of the innovation. (8) A conclusion that identifies strengths and weaknesses related to how this innovation is being (or will be) diffused and recommendations for what you believe should happen going forward related to diffusion of the innovation within your context. Small Scale ETI Evaluation (25%). Meets CG1-7. Using the same innovation selected for your case study, you will complete a small-scale mixed-methods evaluation of the innovation. This assignment should include the following components and each component will be included in the grading rubric for this assignment: (1) A description of your context, the ETI and the objectives for using the ETI (2) A logic model (3) Methods (including questions, mixed-methods design, data collection instruments, data analysis strategies). You will be expected to synthesize knowledge gained during your quantitative and qualitative research courses and Instructional Design course with course content related to mixed-methods design and ETI-specific considerations, instruments and protocols. (4) Results (5) Conclusions and recommendations

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Professionalism (10%) This is a “catch all” category for things such as attendance, participation, completion of weekly assignments and professional demeanor, etc. Attendance and participation can be inferred from the log files related to time spent in course and participation in forums and other collaborative activities such as synchronous sessions. Professional demeanor can be inferred from the content and quality of forum postings and other online interactions as well as in personal interactions with the instructor. 10b: Grading Scale Incomplete grades are not given. A 93-100% A- 90-92% B+ 87-89% B 83-86% B- 80-82% C+ 77-79% C 73-76% C- 70-72% D+ 67-69% D 63-66% D- 60-62% E 59% and below

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11. A Weekly Course Schedule of Topics and Assignments

Week 1/Topic Topic and (s) Assignments 1: Diffusion of Diffusion of Innovations read by January 9, 2020 •Synchronous session – Introduce Innovations/Change course and Innovation Case Models (CG1&2) Analysis (ICA) & breakout groups to discuss Diffusion of Innovations 2: Introduction to •Chapter 11 (p. 250-258) & Chapter 13 from Morrison, G. R., Ross, S. M., •Prompts relating assigned readings Evaluating ETIs Kemp, J. E., & Kalman, H. (2010). Designing effective instruction. John to individual professional contexts (CG3) Wiley & Sons. (from ID course) •Chapter 45 entitled Models and Methods for Evaluation from the 3rd Edition of the AECT Handbook

3: Planning to •Chapter 20 entitled Planning a Program Evaluation: Matching Methodology •Discussion form: analyze an evaluate ETIs to Program Status in the 4th edition of the AECT handbook example of an educational (CG3&4) • Conley-Tyler, M. (2005). A fundamental choice: internal or external technology evaluation published for evaluation? Evaluation Journal of Australasia, 4(1/2), 3. a layperson's audience. • Nevo, D. (2001). School evaluation: internal or external?. Studies in •Pros/cons of internal and external Educational Evaluation, 27(2), 95-106. evaluations

4&5: Planning to •Lawton, B., Brandon, P.R., Cicchinelli, L., & Kekahio, W. (2014). Logic •ICA due evaluate ETIs models: A tool for designing and monitoring program evaluations. (REL •Evaluate assigned logic models (Logic 2014–007). Available online using Antonenko rubric Models)(CG4) at: http://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.pdf. •Submit your logic model that is •Chapter 16 entitled Program and Project Evaluation in the 4th edition of related to your ICA the AECT handbook • Shakman, K. & Rodrigues, S. (2015). Logic models for program design, implementation, and evaluation. (REL 2015-057). Available online at: https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf

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6: Designing to Select 2 of these AECT chapters based on your context and interest: •Synchronous sessions: share & evaluate ETIs Chapter 19: Assessing the costs and benefits of educational technology discuss logic models and introduce (specific Chapter 21: Perspectives on assessment of educational technology for evaluation design for Ed. Tech. considerations informal learning innovations related to Chapter 22: Assessing problem solving •Summary and reflection for ETIs)(CG3&4) Chapter 23: Model-based tools for knowledge assessment selected chapters Chapter 24: Performance assessment: Something old, something new Chapter 25: Formative and stealth assessment Chapter 26: Evaluation of ICT competencies Chapter 27: Data-driven decision making in the K-12 classroom

7: Designing to •Chapter 4 entitled Choosing a mixed methods design in Creswell, J. W., & •Mixed-method evaluation plan that evaluate ETIs: Clark, V. L. P. (2007). Designing and conducting mixed methods research. is related to your ICA & logic (mixed 1st edition. Sage Publications. model methods)(CG5) •Chapter 10 entitled Mixed Methods Procedures in Creswell, J. W. (2014). Research Design. Qualitative, Quantitative and Mixed Methods Approaches. 4th edition. Sage Publications. • Ivankova, N. V., Creswell, J.W. & Stick, S. L. (2006). Using mixed- methods sequential explanatory design: From theory to practice. Field methods, 18(1), 3-20. • NSF. User-friendly handbook for mixed method evaluations. Diane Publishing. Available: https://www.nsf.gov/pubs/1997/nsf97153/start.htm 8:Existing •IES: Common Guidelines for Educational Technology Research & •Identify an existing instrument for instruments for Development evaluating ETIs using the resources evaluating ETIs • Minner, D., Erickson, E., Wu, S., & Martinez, A. (2012). Compendium of provided in class. Analyze it as (CG5&6) research instruments for STEM education. Part 1: Teacher practices, PCK & instructed and add it to our Content Knowledge.Cambridge, MA: Abt Associates. Retrieved July, 27, repository of ETI instruments. 2014. • Minner, D., Erickson, E., Wu, S., & Martinez, A. (2012). Compendium of research instruments for STEM education. Part 2: Measuring students’ content knowledge, reasoning skills, and psychological attributes.Cambridge, MA: Abt Associates. Retrieved July, 27, 2014. •California State University (2016). Quality of Online Teaching and Learning

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Evaluation Instrument. http://courseredesign.csuprojects.org/wp/qualityassurance/qolt/ •Fredricks, J., McColskey, W., Meli, J., Mordica, J., Montrosse, B., & Mooney, K. (2011). Measuring Student Engagement in Upper Elementary through High School: A Description of 21 Instruments. Issues & Answers. REL 2011-No. 098. Regional Educational Laboratory Southeast. •Unfried, A., Faber, M., Stanhope, D. S., & Wiebe, E. (2015). The development and validation of a measure of student attitudes toward science, technology, engineering, and math (S-STEM). Journal of Psychoeducational Assessment, 0734282915571160. •Wozney, L., Venkathes, V., & Abrami, P. C. (2001). Technology implementation questionnaire (TIQ): Report on results. Centre for the Study of Learning and Performance Concordia University. 9: Developing •Review readings and notes from research classes related to surveys & •Complete appropriate section of instruments to questionnaires guide related to pros & cons of the evaluate ETIs • Harlacher, J. (2016). An Educator's Guide to Questionnaire Development. data collection strategy, how this (Surveys & •Complete appropriate section of graphic organizer REL 2016-108. Regional content connects to what you Questionnaires) Educational Laboratory Central. learned in your research courses, (CG5&6) •Measurement section of Research Knowledge Base website: new insights developed and http://www.socialresearchmethods.net/kb/measure.php connections to ETIs • Justice, L.J. (2012). Identifying The Barriers to Using Games and •Lounge discussion (optional) Simulations In Education: Creating A Valid And Reliable Survey Instrument. Unpublished dissertation. University of Florida. •Kelly, H. (2015). Open Educational Resource Use in K-12: Prevalent Practices Of Teachers Engaged In Educational Technology Communities. Unpublished dissertation. University of Florida. •Poling, N. (2013). Collaboration, Teamwork, And Team Cohesion in a Starcraft 2 Digital Game-Based Course. Unpublished dissertation. University of Florida.

10: Developing •Review readings and notes from research classes related to observations •Complete appropriate section of instruments to •Chapter 6 entitled Fieldwork strategies & observation methods in Patton, M. guide related to pros & cons of the evaluate ETIs Q. (1990). Qualitative evaluation and research methods. SAGE Publications. data collection strategy, how this

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(Observations & •Read Chapter 4 entitled Fieldnotes in Robert, C., Bogdan, K., & Sari, B. content connects to what you fieldnotes) (1982). Qualitative research for education: an introduction to theory and learned in your research courses, (CG5&6) methods. new insights developed and • Dawson, K., Ritzhaupt, A. & Wilson, M. (2015). A snapshot of K-12 connections to ETIs technology use in Spring 2015. Prepared for P.K. Yonge Developmental •Lounge discussion (optional) Research School. •Dirr, P. J. (2003). Classroom observation protocols: Potential tools for measuring the impact of technology in the classroom. Policy and Planning Series, 104. •Elmendorf, D. C., & Song, L. (2015). Developing Indicators for a Classroom Observation Tool on and Technology Integration: A Delphi Study.Computers in the Schools, 32(1), 1-19. •Smith, M. K., Jones, F. H., Gilbert, S. L., & Wieman, C. E. (2013). The Classroom Observation Protocol for Undergraduate STEM (COPUS): a new instrument to characterize university STEM classroom practices. CBE-Life Sciences Education, 12(4), 618-627.

11: Developing •Review readings and notes from research classes related to fieldnotes •Complete appropriate section of instruments to guide related to pros & cons of the evaluate ETIs data collection strategy, how this (Fieldnotes) content connects to what you (CG5&6) learned in your research courses, new insights developed and connections to ETIs •Lounge discussion (optional) 12: Developing •Review readings and notes from research classes related to interviews •Complete appropriate section of instruments to • Chapter 4 entitled Qualitative interviewing in Patton, M. Q. guide related to pros & cons of the evaluate ETIs (1990). Qualitative evaluation and research methods. SAGE Publications. data collection strategy, how this (Interviews) •Introduction of Seidman, I. (2013). Interviewing as qualitative research: A content connects to what you (CG5&6) guide for researchers in education and the social sciences. Teachers college learned in your research courses, press. new insights developed and • Dana, N.F., Dawson, K., Wolkenhauer, R., & Krell, D. (2013). Pushing the connections to ETIs

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envelope on what is known about teacher professional development: The •Lounge discussion (optional) virtual school teacher experience. Professional Development in Education, DOI:10.1080/19415257.2012.762417. •Hart, M. (2013). Social Media and Public Health: Perspectives On Implementing A Social Media Presence For A Public Health Organization. Unpublished dissertation. University of Florida. •Kennedy, K., Cavanaugh, C., & Dawson, K. (2013). Pre-service teachers’ experience in a virtual school. American Journal of Distance Education, 27(1), 1 -15. •Levene, J. (2015). Implementation of Cloud-Computing In A K-12 School District: Early Adoption And Use. Unpublished dissertation. University of Florida. 13: Developing •Review readings and notes from research classes related to checklists & •Complete appropriate section of instruments to rubrics guide related to pros & cons of the evaluate ETIs •Rochford, L., & Borchert, P. S. (2011). Assessing higher level learning: data collection strategy, how this (Checklists & Developing rubrics for case analysis. Journal of Education for Business,86(5), content connects to what you rubrics) (CG5&6) 258-265. learned in your research courses, •Practical guide to creating rubrics from the College of New Jersey new insights developed and • Dawson, K., Ritzhaupt, A., Liu, F., Rodriguez, P., & Frey, C. (2013). Using connections to ETIs TPCK as a lens to study the practices of math and science teachers involved •Lounge discussion (optional) in a year-long technology integration initiative. Journal of Computers in •Guide due Mathematics and Science Teaching, 32(4), 395-422. •Harris, J., Grandgenett, N., & Hofer, M. J. (2010). Testing a TPACK-based technology integration assessment rubric. Society for Information Technology and . •Rodriguez, P. M., Frey, C., Dawson, K., Liu, F., & Ritzhaupt, A. D. (2012). Examining Student Digital Artifacts During a Year-Long Technology Integration Initiative. Computers in the Schools, 29(4), 355-374. 14: Small-scale •Review guidelines for small-scale evaluation of an ETI •Synchronous session: small-scale evaluation of an •Work on small-scale evaluation of an ETI evaluation of an ETI Q&A ETI (CG7)

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15-16: Small-scale •Work on small-scale evaluation of evaluation of an an ETI ETI (CG7)

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