1. Brian Little
ACU::EDUC 652

2. Establishing the Urgency
(Step 1)
 Educational reform is failing due to a lack of
urgency.
Kotter (1996) said, “[T]he biggest mistake people make
when trying to change…is to plunge ahead without
establishing a high enough sense of urgency in fellow
managers and employees” (p.4).

3. Everyone Must be On Board!
(Step 2)
 In order for Chrysalis to implement change,
everyone was must be sold on the need for change
and the urgency with which it must be
implemented
“Individuals alone, no matter how competent or
charismatic, never have all the assets needed to overcome
tradition…” (Kotter, 1996, p.6).

4. How to Implement Change
 Kotter (1996) explains that change follows a
vision and the vision must serve three
purposes:
1. Clarify the direction for change
2. Motivates people to take action that’s in
alignment with the vision and direction
3. Coordinates the action of people efficiently and
effectively
(p. 68-69)

5. The Vision
(Step 3)
 Project Chrysalis will utilize handheld digital
devices, such as the iPod Touch, to increase
relevant learning that supports collaboration,
creative thinking, and student achievement.

6. Communicating the Change
(Step 4)
 Through a mentality of continuous improvement,
Chrysalis will communicate and monitor the change using
modeled behavior, data analysis, checkpoint dates, and
weekly staff meetings

7. What’s the Need? Why Change?
 Daggett’s (2005) article, “Preparing Students for Their
Future” argues that, “An effective education system is one
that is adaptable to change.” Daggett cites that in order for
education to be effective, it must recognize the changing
of times and be open to the restructuring of the system as
a whole.

8. What’s the Need? Why Change?
 In Daniel Pink’s (2006) book, A Whole New Mind, Pink
argues that the L-brain way of thinking has dominated
society for hundreds of years, thus making the right side
seem inferior; however, as times are changing, Pink
argues that it will be the R-brain way of thinking that is
now necessary for success.

9. What’s the Need? Why Change?
 Pink’s theory for the “right brain rising” is grounded in his
thoughts that culture and society no longer only needs
systems and functionality, but that there is also an
aesthetic need for beauty and creativity—two elements
that only recently became necessary due to Asia’s
uprising work-force, the abundance of options provided to
consumers, and the increases in technological increases
(automation).

10. What’s the Need? Why Change?
 Similarly to Pink’s argument that our society has
progressed from farmers to meaning makers, Daggett
states that education has yet to make the step forward;
therefore, our educational system is dangerously outdated.
As part of Daggett’s examples, he also uses America’s
middle-class and outsourcing as reasons for change. While
he doesn’t come out and say that students’ right-brain
thinking should be a focus in school, he pens, “It is a
situation, however, that few Americans have been able to
come to grips with and adapt to.”

11. Why iPods? Heck, Why Technology?
 The iPod Touch has disrupted the way in which people
were able to access the internet and connect to one
another, not to mention it’s still a great MP3 player. With
the iPod Touch, people are not only able to enjoy multi-
media (music and videos), but they are able to interact
with the web in a way that is unlike anything before.

12. Why iPods? Heck, Why Technology?
 The iPod Touch has disrupted the way in which people
were able to access the internet and connect to one
another, not to mention it’s still a great MP3 player. With
the iPod Touch, people are not only able to enjoy multi-
media (music and videos), but they are able to interact
with the web in a way that is unlike anything before.
 The iPod is “fusion learning;” schools can begin to
embrace digital devices instead of restricting them.
 School becomes relevant to the students

13. Why Chrysalis?
 Project Chrysalis is a unique school. Being a
charter, Chrysalis has the opportunity (given
its small size) to pilot programs and closely
monitor these programs to determine
effectiveness.

14. There’s a Precedent
Many districts are beginning to pilot programs in which
teachers and students utilize the iPod Touch to facilitate
student-centered and interactive learning. In the article, “iPod
Touch School wide Implementation,” Susan Wells (2009)
discussed how learning has changed due to these mobile
devices. Wells explains that the students “have piloted this
program, using the iPod Touches daily for note taking,
keeping individual agendas, translation for world languages,
and accessing research through the Internet.”

15. But Seriously, Why do I Need to Change?
Empowering Action (Step 5)
 Change is necessary if we ever expect to get different
results.
 Dr. Larry Lezotte explained in the video, Compulsory
Learning and Not Compulsory Schooling, if schools
continue to do as they have always done, they’ll continue
to receive the same results they’ve always received.
That’s not a bad statement if the schools are high
performing and leading educational progress; however,
the fact of the matter is schools are struggling to perform.

16. Learning in the Digital Age
 Kelley (2009) explained, “While many schools still do not
allow cell phones, an iPod Touch bridges that gap. Wifi
access provides a tremendous opportunity for students and
teachers to browse the web, type a response, record audio
or calculate a problem.” In the K-12 Conference for
learning, Kelley explained how the iPods promote a
collaborative community of learning in which students
can easily navigate through activities and share their
findings with peers and teachers.

17. PCMS and Digital Learning:
Short/Long term Wins (Steps 6-7)
 The following slides provide some examples
of the transformational change that can take
place on this camping, in regards to learning,
through the use of a device such as the iPod
Touch.

18. Blogging
 Mobile computing allows for students to
publish their work, share their ideas, provide
feedback to others, and facilitate peer-to-peer
learning instantly.
 With WiFi, students can use a blog or wiki to
have virtual conversations with one another.

19. Individualized Learning
 Through mobile devices and apps, students
can customize their learning in an a la carte
sort of way.
 Students can drive their own learning via their
passion and interests.
 Set curriculum and poor differentiation is no
longer an issue

20. Field Studies
 Digital devices allow the students to take
make their learning mobile.
 Mobility allows for students to conduct field
students.
 Students can experiment, test hypotheses
 Students can conduct polls and surveys
 Students can capture multimedia files and post
them in real time
 Field studies can be shared instantaneously

21. Anchoring the New Approaches
into our Culture (Step 8)
 “[C]ultural change comes at the end of a transformation,
not at the beginning” (Kotter, 1996, p.155).
 Changing the norms of Chrysalis will take time. Everyone
must be committed to improving the quality and
environment of education with which we deliver learning
to students.

22. Works Cited
Daggett, W. (2005). Preparing students for their future. Presented at June 2005
Model Schools Conference.
Kelley, Kern. (2009). The iPod Touch in the Classroom. Retrieved from
http://k12onlineconference.org/?p=464.
Kotter, John P. (1996). Leading Change. Boston: Harvard Business Press.
Clairborne, S. & J. M.
Lezotte, L. (n.d.). Compulsory Learning and Not Compulsory Schooling.
Retrieved July 1, 2010, from http://acu.embanet.com/mod/resource/
view.php?id=80770
Pink, Daniel. (2006). A Whole new mind. New York: Riverhead Trade
(Paperbacks).