Classroom Performance System (CPS) Lori Oren, EdS candidate Diffusion and Integration of Technology in Education, EDUC 7101/8841 Walden University Dec. 31, 2009, version 1

Abstract Engage Assess Achieve

benefit Media clip of teacher explaining the benefits of CPS as used in the classroom

Stages of Innovation Development Need Research Development Commercialization

Need: Identification and Description of CPS CPS is a student response system Allows students to respond to verbal or visual prompts Provides immediate feedback on individual results Provides data on the entire group

Need: Why CPS is a useful tool The data from CPS provides information: For designing learning groups for differentiated instruction To determine intervention needs For the need for redelivery of skills.

Need CPS data can also be used: To assess learning To provide documentation of lesson quality

Research (diffusion study) The research study by Boscardin, Crawford, Masyn & Penuel (2007) is representative of Roger’s (2004) consequences of innovation diffusion research. The authors (Boscardin, Crawford, Masyn, & Penuel (2007) identify the users of CPS as: Infrequent users those who use it for the purpose of evaluating instructional techniques those who use it for varying purposes, but infrequently those who use it both widely and frequently. The research therefore, fully examines the nature and use of the CPS systems. The research conducted here has implications for classroom learning, achievement, engagement, and teacher improvement.

Development CPS by eInstruction

Commercialization Multiple vendors manufacture and sell classroom performance systems, or audience participation systems, for business use.

Key Innovators = venturesome Rash Risky Daring

Key early adopters = “The Respected” Integral to local social system Serve as a role model

Key Laggards = Traditionalists Very cautious Limited resources

Target to gain Critical Mass Special Programming Director: Title I, II, III, or IV “key” social connectors staff member in charge of technology staff member in charge of grant writing Staff member in charge of professional development

Best Approach to Diffusion Blended: Decentralized approach marked by local social unit decides which student response system to adopt Centralized approach marked by administrators deciding which innovation to diffuse & low degree of local reinvention of the CPS.

Key change agents in local county Instructional technology staff in collaboration with CPS sales staff Annual County-wide Technology Showcase

Critical Mass Target highly respected individuals Present the CPS with latest software and lesson materials at the local technology showcase. Provide incentives, such as technical support, collaborative devices such as a free slate, and stipends to early adopters.

Champions the power of ONE

Innovation process in organizations Initiation Information gathering Planning Implementation Redefining Clarifying Routinizing

References Boscardin, C., Crawford, V., Masyn, K., & Penuel, W. (2007, August). Teaching with student response systems in elementary and secondary education settings: a survey study. Educational Technology Research and Development. 55(4) Retrieved from d1a2ac71-ed15-4acf-80fe-b58d49b642c3%40sessionmgr113 d1a2ac71-ed15-4acf-80fe-b58d49b642c3%40sessionmgr113 CPS. (2009). eInstruction, Inc. Retrieved from Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press