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Critical Mass and Change Agents

Critical Mass and Change Agents. Centralized or Decentralized*. Centralized. decentralized. The innovation would originate from numerous local sources and then evolve as they diffuse via horizontal networks

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Critical Mass and Change Agents

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  1. Critical Mass and Change Agents

  2. Centralized or Decentralized* Centralized decentralized The innovation would originate from numerous local sources and then evolve as they diffuse via horizontal networks Participants create and share information with one another in order to reach a mutual understanding • The innovation would originate from a centralized, expert source and then diffuse to users. • Based on linear, one-way model of communication In school districts, the decision makers are typically found in the central offices or the main offices of school buildings. Input is typically gained from teachers (and, depending on the innovation, parents) on the implementation of technological innovations. The best method to approach educators in K-12 is using the decentralized approach. Rogers, E. M. (2003). Diffusion of Innovations. New York: Free Press

  3. Key Change Agents The key change agents in the school district are the ones closest to the students – the teachers. Seven-Step Sequence of Change Agent Roles: • Develop a need for change • Establish an information exchange relationship • Diagnose problems • Create an intent to change in the client • Translate an intent into action • Stabilize adoption and prevent discontinuance • Achieve a terminal relationship Rogers, E. M. (2003). Diffusion of Innovations. New York: Free Press

  4. Key Change Agents Success of the change agents is linked to the following: • Extent of the change agent’s effort in contacting clients • Client orientation • Degree to which the diffusion program is compatible with the needs of the clients • Empathy of change agent with agents • Change agent’s homophily with clients • Client’s Perception of agent’s credibility • Extent to which he or she works through opinion leaders • Increasing clients’ ability to evaluate innovations Rogers, E. M. (2003). Diffusion of Innovations. New York: Free Press

  5. Achieving Critical Mass • Podcasting in K-12 education has not met its critical mass, the moment of self-sustaining diffusion. • The most effective strategy for promoting the diffusion of podcasting to improve achievement in science and mathematics classrooms is to introduce the innovation to “groups in the systems whose members are likely to be relatively more innovative” (p. 361). Rogers, E. M. (2003). Diffusion of Innovations. New York: Free Press

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