Integrating Technology Implementation Plan

Request for Approval

Addressed to: Dr. Judy Pyle Ed.D.

Chancellor, Baptist Health College Little Rock


I believe that integrating technology with the flip-pair-share method into the end of the year review for the histology students can improve their ability to comprehend and apply what they have learned for their ASCP BOR Exam. I will use the flip-pair-share method to give the students narrated slide presentations at home and then in class work to achieve a higher cognitive understanding of the material. I would like for you to allow me to pursue the following proposed plan.

Submitted by: Shane Jones, Program Director BHCLR-Histotechnology


The students enter into the program in July and have 3 months of theory and then go to clinicals for 6 months with little course work during the that time. The student then returns to the class for the last 12 or so weeks to review what they learned in the class and applied in clinicals in the last nine months to prepare for the American Society of Clinical Pathologist Board of Registry Exam. This exam is only 100 multiple choice questions that cover everything they have learned in the last 12 months. Each week we cover a different subject during the review time and at the end of the week the students are tested, so they spend their time just relearning enough to pass an exam. The first week subject hasn’t been covered in the book since the first week of class 9 months earlier.

If I had 100% passage and close to perfect scores every time I would not be as concerned as I am. The students have also voice their anxiety even after 12 weeks of review and their hesitancy to taking the exam because they lack to confidence of knowing the material.

Since the test leans toward the problem solving aspect of histology this takes not only a knowledge of the material but an ability to apply that in order to troubleshoot problems that can occur. This is why I would like to integrate a new technology and teaching method into the class.


This plan offers the explanations and solutions to improve outcomes for the student and the program. This will foster a more engaging learning environment for the student and better prepare them for future employment in the field. While also improving satisfaction scores, retention, and passage rates.


We assume:

  • The current teaching methods are sound and successful for most students
  • Students are prepared enough or they will fill in the gaps themselves
  • Their ability to work with others to problem solve will just develop on its own
  • Technology will be available for use during these courses
  • Flipping the classroom using technology with the flip-pair-share method is an effective model and will be well planned and piloted at BHCLR
  • This will not change the schedule of class or contact hours for the course.
  • There will be no cost to the school to implement the proposed changes for redesigning the course

The following summary will show a brief picture on how flip-pair-share with integrated technology will be used to in the end of the year review course.

 Proposed Evaluation Process


  1. Develop the online narrated Power Point and other materials for the students to utilize before coming to class.
  2. Develop the mini lectures for class with higher cognitive level questions scattered throughout.
  1. Work with IT to download Poll Anywhere software and check to make sure it works properly.
  2. Remake weekly test to adjust for higher level questions.

Begin Implementation Plan

Step 1: Evaluate Current Blooms Taxonomy level questions.

  • In this step, questions will be added to the mini lectures used during class and will be a higher taxonomy level.
  • The Program Director will consider what questions will be changed or added to the weekly and end of the year comprehensive final to raise the level of application the student uses to answer as well.

Step 2: Design and Implement New Strategies

  • After getting the material in step 1 prepared the we will load the software onto the class computer and make sure it links up to the mini lectures and that it can accept data from cell phones for answering questions.

Step 3: Pilot Flip-Pair-Share

  • During the last 12 weeks of the spring semester that are used for review will be when the teaching method will be piloted.

Step 4: Gather Feedback and Make Adjustments

  • Students weekly test scores will be averaged and compared to previous year.
  • End of the year comprehensive exam will be compared to previous year.
  • ASCP BOR exam score and subscores will be compared to previous years.
  • The comparison of scores will be used to determine if the Flip-Pair-Share method is valid for continued use in the histology program.