Diffusion and Adoption Reflection: GSAMS, A Paradigm Shift. Lori Moore and Syd Morrison. University of West Georgia

Transcription

1 GSAMS 1 Running heading: GSAMS Diffusion and Adoption Reflection: GSAMS, A Paradigm Shift Lori Moore and Syd Morrison University of West Georgia

2 GSAMS 2 Abstract In 1992, GSAMS, a two-way telecommunication network, was established in Georgia. GSAMS became available to the educational and medical facilities due to the windfall profit of the telephone companies from the previous year. Dade County had the opportunity to integrate the statewide GSAMS program into the local school system. At the beginning of the GSAMS program, the integration was successful. Gradually the innovation became obsolete with the wiring of cable for newer technology. The overall unsuccessful implementation of GSAMS in Dade County School System could be examined by Reigeluth s paradigm shift change.

3 GSAMS 3 In 1992, windfall profit of telephone companies occurred and had to be rebated back to the state of Georgia. The state decided the rebate would be in the form of educational and medical facilities using a major telephone line (T-1)(Street, 2008). Based on this action, a twoway videoconferencing network referred to as GSAMS was established throughout Georgia. GSAMS is an acronym for Georgia Statewide of Academic and Medical System (everything2.com, 2002). The goal was to equalize educational and medical opportunities throughout the state, through distance conferences and classes (Newcombe, 1995). To ensure rapid implementation, the state established some key cost and functional objectives. According to Newcombe (1995), the result of the low cost connections created the availability of foreign language, art, journalism, mathematics, and other classes to high school and colleges in remote locales. These subjects were previously only available to suburban and urban students. The Setting Dade County, Georgia, located in the Appalachian Mountain Range, is labeled as an underprivileged and isolated rural area. Dade County had the opportunity to integrate the statewide GSAMS program into the local school system. The students gained experience and knowledge through diffused educational opportunities that were otherwise not offered. The county chose key players, Doris Cooper and Donna Street, to act as change agents to oversee the GSAMS integration (Street). The GSAMS program was installed according to state mandated specifications. The GSAMS room itself was repainted blue and sound-proofed according to the specifications. The soundproofing of the room was ensured by wall panels, curtains, and carpet. The network

4 GSAMS 4 equipment was stored in two huge black cabinets with two monitors located on top of the cabinets. A special door lock was installed and state contractors wired the room for distance telecommunication. Cameras were positioned in the front and back of the room. A designated telephone and a fax machine in the room facilitated the connection with other dedicated sites throughout the state (Street, 2008). In order for the GSAMS technology to be successful in Dade County, several people had to commit time and resources to the implementation of the program. These key individuals became the stakeholders of the innovation: the school superintendent, administrators, local community leaders, and educators. Financial arrangements made it possible for Dade County to upgrade its curriculum. The change agents, Doris Cooper and Donna Street, attended extensive training for supervising the GSAMS innovation, as well as conducting training sessions to the faculty and staff. The local telephone company agreed to share one-half of a T-1 line with the school (Street, 2008). Implementation GSAMS integration was a successful endeavor, but was an unsuccessful implementation. GSAMS did indeed broaden and expanded the curriculum of Dade County High School; students were exposed to more diversified knowledge and courses. According to Donna Street, the school curriculum was expanded by offering such classes as Latin, Japanese, screen writing, music composition, and SAT Prep, through distance learning. Some educators received their gifted-certification, while other educators completed their post graduate work. Classroom teachers throughout the whole system used the GSAMS for workshops and conferences

5 GSAMS 5 scheduled from museums, research labs, hospitals, zoos, and other sites in Georgia. GSAMS offered students opportunities to visit places not normally seen. Media center student aids, who were trained as GSAMS facilitators, found work opportunities in other GSAMS programs. GSAMS benefitted the whole community by offering training for law enforcement and local firefighters (Street, 2008). Analysis Even though GSAMS was initially successful, it later became unsuccessful for several reasons. One reason was the media specialist had a desire to incorporate the GSAMS system on a rolling cart for convenience and mobility; however, it became permanent in one classroom. Not all teachers took advantage of the GSAMS curriculum and workshops offered. This problem was fueled by the fact that the GSAMS classes were scheduled on the hour and Dade County High School scheduled classes on the half-hour, thus students missed part of scheduled classes when in the GSAMS room. At the beginning of the GSAMS integration, Dade County High School was on a six-period class schedule and later went to block schedule. Another reason, the instructional level of the GSAMS classes was not on the students learning level. Many classes seemed to be geared toward a college level audience. Even though the reliability of the system was approximately ninety percent, replacing parts in the system was not as dependable. In the end, technology was soon being replaced with newer technology that would meet the same goals more efficiently and with less cost, such as using cable verses T1 lines. (Street, 2008). The overall unsuccessful implementation of GSAMS in Dade County School System could be examined by Reigeluth s paradigm shift change (Ellsworth, 2000, p.193). The reason for

6 GSAMS 6 instituting a new paradigm shift was to open up the traditional school s curriculum and expand students knowledge through telecommunications with other GSAMS sites. GSAMS innovation revealed the paradigm shift by creating a new educational system, through distance learning (Street, 2008). The first step in approaching the systemic change is to have a change agent (Ellsworth, 2000, p.177). The school system had two change agents with extremely busy workloads; GSAMS was very time-consuming for these individuals. According to Reigeluth s model, the reforms instituted by the adopted systems should benefit content areas or certain populations (Ellsworth, 2000, p.197). Although many students benefitted from GSAMS, not all students had access to it (Street, 2008). One key in systemic change is to ensure stakeholders unity by coordinating everyone s efforts and collaborate as a team. At first, all stakeholders were a team, but the school superintendent changed hands. With an administrative change, GSAMS was no longer supported and the program ended due to lack of funding. A second key component, "Designing for the ideal, involves looking for other solutions that might exist. Other technologies, such as more prevalent Internet usage and web cam technologies along with efficient data streaming capabilities helped Dade County Schools shift from GSAMS (Ellisworth, 2000, p198). In the third component, the change agent and stakeholders plan for system ripple effects. One way is to minimize conflict among old and new subsystems, while maximizing synergy. Toward the closing stages of GSAMS, there was a problem obtaining replacement parts, as well as having the state contractors to repair the equipment in a timely manner. Winding up, it is important to constantly create a viable system through constant adapting and reengineering to support the whole system and it s subsystems

7 GSAMS 7 (Ellisworth, 2000, 198). GSAMS became obsolete when the Dade County Schools started wiring cable through the school buildings for newer technology.

8 GSAMS 8 References Ellsworth, J.B. (2000). Surviving Change: A Survey of Educational Change Models. Eric Clearing House on Informal Technology, Syracuse, NY (ERIC Document Reproduction Service ED443417) Everything2.com (2002). Retrieved June 24, 2008 from Newcombe, T. (1995) Georgia s Technology Jewels Retrieved June 24, from Street, Donna, personal communication, June 24, 2008.