Classroom Performance System (CPS)

Lori Oren, EdS candidateDiffusion and Integration of Technology in Education, EDUC 7101/8841Walden UniversityDec. 31, 2009, version 1

Abstract

EngageAssessAchieve

benefit

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

Stages of Innovation Development

NeedResearchDevelopmentCommercialization

Need: Identification and Description of CPS

CPS is a student response systemAllows students to respond to verbal or

visual promptsProvides 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 instructionTo determine intervention needsFor the need for redelivery of skills.

Need

CPS data can also be used:To assess learningTo 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

RashRiskyDaring

Key early adopters = “The Respected”

Integral to local social systemServe as a role model

Key Laggards = Traditionalists

Very cautiousLimited resources

Target to gain Critical Mass

Special Programming Director: Title I, II, III, or IV

“key” social connectors staff member in charge of technologystaff member in charge of grant writingStaff 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 individualsPresent 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 gatheringPlanning

ImplementationRedefiningClarifyingRoutinizing

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) 315-346. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdf?vid=15&hid=106&sid=d1a2ac71-ed15-4acf-80fe-b58d49b642c3%40sessionmgr113

CPS. (2009). eInstruction, Inc. Retrieved from http://www.einstruction.com

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press