1. STORY BOARD FOR STUDY SYNC MULTIMEDIA
PRESENTATION
EDUC 8841: DIFFUSION AND INTEGRATION OF
EDUCATIONAL TECHNOLOGY
PROFESSOR AMAR ALMASUDE
Vaughn M. Bradley, Jr.

2. WHAT IS STUDY SYNC
• Study Sync is a learning management system (LMS) that
promotes reading, writing, and critical thinking (Study Sync.
2012, para. 2). Some of the features include a digital library,
online writing, and peer review, common core assignments,
and assessments. Study Sync also provides a weekly writing
practice (Study Sync, 2012).
• The web link for Study Sync is -
http://www.studysync.com/why-studysync/benefits/

3. FOUR STAGES OF INNOVATION
DEVELOPMENT
• Need – the innovation development process often begins with
a problem that stimulates research and development activities
(Rogers, 2003, p. 137).
• Research – consists of basic and applied research where
knowledge applies to practical problems (Rogers, 2003, p.
137).
• Development – the process of putting a new idea in a form that
meets the needs of an audience of potential adopters (Rogers,
203, p. 146).
• Commercialization – the production, manufacturing,
packaging, marketing and distributing of a product that
embodies an innovation (Rogers, 2003, p. 152).

4. THE NEED FOR STUDY SYNC
• What problem or need exists to give rise to the innovation?
• In today’s world, engaging students is becoming
increasingly difficult. Teachers have a need to use
technology that engages students without sacrificing key
educational goals. Study Sync provides students with
literacy skills for 21st century learners, skills for common
core learning, flexible access, and multiple ways for
teachers to provide differentiated activities.

5. THE NEED FOR STUDY SYNC
CONTINUED
• At the Middle School level, it is becoming increasingly
challenging to provide students with challenging courses in
higher – level Math and Foreign Language courses. The 38
Middle Schools within the county rely on their cluster High
School to provide higher level Math courses such as Algebra
2, Pre - Calculus and Foreign Language Level 3 courses in
Spanish, and French.
• Schedulers at the Middle and High Schools arrange their
Master Schedules so that Middle School students are able to
take higher – level Math and Foreign Language courses at
the cluster High School.

6. THE NEED FOR THE INNOVATION
CONTINUED
• The school system spends over $40,000.00 in expenses for
transportation.
• Study Sync provides teachers with new instructional
approaches that focus on higher levels of student
engagement, personalized instruction, and real life, real time
experiences are essential if higher academic goals are to be
realized. Study Sync is the kind of “robust and relevant to
the real world” tool that will help students make the
transition to “success in college and careers” (Study Sync,
2012).

7. THE RESEARCH BEHIND THE
ORGANIZATION CONTINUED
• What research organization or people developed a solution to the problem or
need?
• Study Sync is the flagship product of Book head Ed Learning, LLC, a
content development company from creators Robert Romano and Jay
King, along with renowned Harvard language arts educator James Moffett,
of multiple award-winning EdVantage Software (Study Sync, 2012).
• The Company’s chief education advisor, Dr. Lawrence Baines, is Chair of
the Instructional Leadership and Academic Curriculum department at the
University of Oklahoma and a consultant to the National Council of
English Teachers (“NCTE”). Experts from Harvard, UC Berkeley, MIT,
and other top institutions also contribute to create a product that provides
the highest level of academics through text-based lessons and collegiate-
modeled collaboration (Study Sync, 2012).

8. THE RESEARCH BEHIND THE
ORGANIZATION
• What were their findings?
• Because many adolescents today avoid reading, their
experiences with books and the bundle of skills, may not be
fully develop. One of the biggest challenges for teachers in
the 21st century is convincing students to spend their psychic
energy on activities that are worthy of their time.

9. THE RESEARCH BEHIND THE
ORGANIZATION CONTINUED
• Neuroscientists confirm that the activities a person chooses
to pursue effect not only on the development of identity, but
also on the physical structure of the brain. The brain
continues to evolve, the plasticity of the brain is well
established, contemporary researchers have begun to
pinpoint changes in the brain through sophisticated imaging
techniques. The brain requires activities that stimulate the
intellect, builds connections, and makes success possible for
increasingly challenging tasks. If the intellect is not
stimulated, then the parts of the brain associated with
rational thought will weaken (Study Sync, 2012).

10. THE RESEARCH BEHIND THE
ORGANIZATION CONTINUED
• Study Sync involves students in anxiety free, achievable,
step-by-step tasks that build toward complexity over time.
Images lead to reading, reading merges into writing, and
writing promulgates more thinking and deeper reading.
Study Sync continually updates it’s social network,
highlights breaking news and “hot button” issues that are
suitable for discussion, writing, and extended projects.
Students receive text updates on new articles as well as the
latest, greatest peer comments as they are posted (Study
Sync, 2012).
• Study Sync develops from a rich research base that draws
from the most current studies in pedagogy, learning,
technology, and student engagement. Study Sync is built
with today’s learners in mind.

11. THE RESEARCH BEHIND THE
ORGANIZATION CONTINUED
• The purpose of schooling, in a virtual setting is to engage
students deeply in learning. Study Sync helps plant seeds of
intellectual interest that will carry students into their next
stages of education and work (Study Sync, 2012).
• Research shows that students need advanced reading and
math ability as the keys to the full range of ways for
knowing. The global information economy now requires
greater breadth and depth of skill in making meaning from
what is expected of any previous American generation
(Study Sync, 2012).

12. THE RESEARCH BEHIND THE
ORGANIZATION CONTINUED
• Who were the “lead thinkers” for the innovation, and how did they convince a
manufacturer to produce it?
• Tony Wagner is the co – director of The Change Leadership Group, from the
Harvard Graduate School of Education. He conducts a study of skills that
students will need in the new global economy. The study involves asking
businesses, and educational leaders what skills students will need to be good
citizens. The responses from the professionals in the multiple organizations
include:
• Critical Thinking and Problem Solving
• Collaboration and Leadership
• Agility and Adaptability
• Initiative and Entrepreneurialism
• Effective Oral and Written Communication
• Accessing and Analyzing Information
• Curiosity and Imagination
(Study Sync, 2012).

13. THE RESEARCH BEHIND THE
ORGANIZATION CONTINUED
• Tony Wagner finds that most school programs only provide test preparation
skills for students. His findings support other prestigious reports to suggest
that students with average or greater reading ability are under prepared for
the literacy demands from post – secondary work (Study Sync, 2012).
• Parents want their children to become excellent students. Students
want to have opportunities to think, to create, to solve problems, and
to find new ways to make friends. Business and nonprofit
communities want schools to produce students who, upon entering
their respective worlds, can think creatively (“outside the box”) and
collaborate with colleagues. Study Sync designs a program to help all
of this to happen. The goal is to engage students and scaffold their
learning from their current interests to the many disciplines and types
of communication they (Study Sync, 2012).

14. THE RESEARCH BEHIND THE
ORGANIZATION CONTINUED
• Learn Capital is a venture capital firm focusing exclusively
on funding entrepreneurs with a vision for smarter learning.
The company also provides the capital to produce Study
Sync. Investment partners include Robert J. Hunter, Greg
Mauro, and Tom Vander Ark (Study Sync, 2012).

15. THE DEVELOPMENT PROCESS OF THE
INNOVATION
• What problems does the innovation encounter in the development
process?
• There are challenges in addressing remediation issues. Several
years ago, researchers Briancarosa and Snow are able to find
that seventy percent of older readers require some form of
remediation. The remediation needs are due to problems with
comprehension, including the ability to think critically and
understand ways of knowing.
• At the core of Study Sync is an internet technological need
for instruction. The program is customized and allows
students to collaborate for information integrity in a highly
digitalized and connected world. The solutions help leverage
students with experience and intelligence.

16. THE DEVELOPMENT PROCESS OF THE
INNOVATION CONTINUED
• What problems does the innovation encounter in the
development process continued?
• There are issues with providing advance curriculum for
diverse learners. The solutions help advance students on a
pathway to excellence. The advances sustain students
through middle school, high school and college. The
solutions include assessment, instruction, and integrated
research – based lessons. The resources are able to provide
students with levels of understanding, comprehension, and
critical thinking across multiple subject areas. Students are
able to interact with peers on Study Sync’s exclusive social
network site (Study Sync, 2012).

17. THE DEVELOPMENT PROCESS OF THE
INNOVATION CONTINUED
• What problems does the innovation encounter in the
development process continued?
• There are issues with student motivation. Study Sync helps build
student interests and prepare them for distinction and success.
Study Sync engages students and helps scaffold their learning from
their areas of interest to the many disciplines and areas of discourse.
Study Sync supports the demands by both higher education and
work – force literacy requirements (Study Sync, 2012).

18. THE DEVELOPMENT PROCESS OF THE
INNOVATION CONTINUED
• Who is the intended audience for the innovation?
• The audience for Study Sync includes innovative secondary level
teachers. The teachers are innovative in wanting to explore in
communicating with their students through technological channels.
Middle School students taking higher level courses in Math and Foreign
Language are also part of the target audience. The students seek
motivation in meeting curriculum challenges. Study Sync allows
learners to engage in global conversations about topics that affect them
(Study Sync, 2012).

19. COMMERCIALIZATION OF THE
INNOVATION
• Describe the production, manufacturing, packaging,
marketing, and distribution of the innovation.
• Study Sync’s electronic course room models a college –
level academic discourse. Study Sync uses standards –
based online learning curriculum to target classic and
modern literary texts in multimodal ways using a variety of
digital media including broadcast quality video, animation,
audio readings, and images. Study Sync helps frame writing
and thinking activities by social networking tools and
collaborative discussions with peers. The innovation helps
motivate middle and high school students with pre – writing
exercises, and review their work with others (Study Sync,
2012).

20. COMMERCIALIZATION OF THE
INNOVATION CONTINUED
• Describe the production, manufacturing, packaging,
marketing, and distribution of the innovation continued.
• Study Sync assembles an online team of educators, designers,
developers, and programmers that create a best in class offering for
educators and students. The management team, academic advisors,
and executive advisors support students with achieving their
academic goals.

21. FIVE STAGES OF THE INNOVATION –
DECISION PROCESS
• Knowledge - occurs when an individual or decision – making unit gets
exposure to an innovation’s existence along with an understanding of how the
innovation functions (Rogers, 2003, p. 169).
• Persuasion – occurs when an individual or decision – making unit forms either
a favorable or unfavorable attitude towards the innovation (Rogers, 2003, p.
169).
• Decision – occurs when an individual or decision – making unit engages in
activities that lead towards a choice to adopt or reject the innovation (Rogers,
2003, p. 169).
• Implementation – occurs when an individual or decision – making unit puts an
idea to use (Rogers, 2003, p. 169).
• Confirmation – occurs when an individual or decision – making unit seeks
reinforcement of an innovation – decision already made, but may reverse the
previous decision if a conflicting message is given regarding the innovation
(Rogers, 2003, p. 169).

22. KNOWLEDGE STAGE
• Study Sync motivates students to read, write and problem -
solve at progressively higher levels.
• The program gives students what they need in the format they
demand including:
• A Dynamic Digital Library
• Multi – Media Assignments in Reading, Writing, Peer
review, and Discussion

23. PERSUASION STAGE
• Study Sync provides embedded literacy skills for 21st century
learners.
• Study Sync allows students to collaborate and enhance their
learning skills.
• The lessons align with the new Common Core Standards of
learning.
• Study Sync provides access for students anytime and anywhere.
• Study Sync provides multiple ways for teachers to differentiate
instruction in order to develop appropriate responses to
intervention.
• Study Sync provides multiple implementation models where
teachers can integrate Study Sync with their existing lesson plans.

24. PERSUASION STAGE CONTINUED
• Helps increase student reading, writing , and critical thinking
skills.
• The students will receive lessons that align with the Common
Core Standards for both Middle and High School.
• Provides online and live webinars for support.
• Provides contact information for questions.

25. PERSUASION STAGE CONTINUED
• Study Sync provides a research based curriculum to support
students with learning goals.
• All Middle School staff are interested in having students
utilize technology .
• The school systems Department of Strategic Project
Management and planning encourages Middle Schools to
apply as a Phase School to implement Study Sync.

26. DECISION STAGE
• The Board approves decision for the school systems Department
of Strategic Project Management and Planning to coordinate the
functions and operations to implement Six Phases of Study Sync
between 2013 – 2018.
• The Department of Strategic Project Management and Planning
selects five Middle Schools every school year to implement the
first five phases of Study Sync each year.
• The Department of Strategic Project Management and Planning
selects ten Middle School to implement the last phase of Study
Sync.

27. IMPLEMENTATION STAGE
• Each Phase Middle School coordinates with the cluster High
School to offer Study Sync classes in – (a) Algebra 2, (b) Pre
– Calculus, (c) Spanish 3, and French 3.
• The Middle School Scheduler works with the Math and
English Resource teachers to designates a room setting where
the Middle School students taking the higher – level Math or
Foreign Language Courses have access to a computer.
• Student performance comparison data on formative
assessments using Study Sync and traditional methods will
take place.
• Present quarterly findings on assessments during quarterly
Administrative and Supervisory Board meetings.

28. CONFIRMATION STAGE
• The Department of Strategic Project Management and Planning will
continue to set Phase models with Middle Schools that offer Study
Sync.
• Continuous student performance with Study Sync comparisons will
take place with modifications.
• Teacher roles and responsibilities will evolve and change with the
use of Study Sync.
• The Department of Strategic Project Management and Planning will
use results data from the Middle School Phase Models to develop
Study Sync Phase models to implement at different High Schools.
• Continuous data trends will take place to monitor student progress
with students who continuously receive Study Sync.

29. STUDY SYNC INNOVATION
PROCESS TIMELINE
Innovation Process Time Frame
Knowledge Phase January 14, 2013 – June 17, 2013
Persuasion Phase June 17, 2013 – July 19, 2013
Decision August 9, 2013
Phase August 8, 2014
August 7, 2015
August 5, 2016
August 6, 2017
August 4, 2018
Implementation August 26, 2013 – May 23, 2014
Phase August 25, 2014 – May 22, 2015
August 24, 2015 – May 21, 2016
August 22, 2016 – May 19, 2017
August 21, 2017 – May 18, 2018
August 20, 2018 – May 17, 2019
Confirmation May 29, 2014 – June 13, 2014
Phase May 28, 2015 – June 12, 2015
May 26, 2016 – June 10, 2016
May 25, 2017 – June 9, 2017
May 24, 2018 – June 8, 2018
May 23, 2019 – June 7, 2019

30. THE S – CURVE FOR STUDY SYNC
• The time element of the diffusion process allows adopters to
classify categories and to draw diffusion curves. The categories
include (a) Innovators, (b) Early Adopters, (c) Early Majority,
(d) Late Majority, and (e) Laggards (Rogers, 2003, p. 280).
• Innovators – are venturesome where their interests are in new ideas out of
a local circle of peer networks (Rogers, 2003, p. 282).
• Early Adopters – are an integral part of the local social system (Rogers,
2003, p. 283).
• Early Majority – are members who adopt new ideas just before the average
member of a system (Rogers, 2003, p. 283).
• Late Majority – are members who adopt new ideas after the average
member of a system (Rogers, 2003, p. 234).
• Laggards – are the last member in a social system to adopt an innovation
(Rogers, 2003, p. 284).

31. INNOVATIVENESS AND ADOPTER
CATEGORIES FOR STUDY SYNC
Adoptive Categories for Study Sync
Early Majority
Laggards
Early
Innovators Adopters Late Majority
180
Rate of Adoption
160 Series1
140
120
100
80
60
40
20
0
2013 2014 2015 2016 2017 2018
Year

32. PROJECTION STUDY SYNC
INNOVATION S - CURVE
PROJECTION STUDY SYNC
INNOVATION
S - CURVE
40
35
30
Rate of Adoption
25 Series1
20
15
Linear (Series1)
10
5
0
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019
Year

33. PERCEIVED ATTRIBUTES OF INNOVATIONS AND
HOW PERCEPTIONS RELATE TO THE RATE OF
INNOVATION
• Rate of adoption is the relative speed where members of a
social system learn to adopt an innovation. The perceived
attributes of an innovation include variables that affect the rate
of adoption such as (a) the type of innovation – decision, (b)
the nature of communication, (c) the nature of the social
system, and (d) the extent of change agents’ efforts in diffusing
the innovation (Rogers, 2003, p. 265).

34. PERCEIVED ATTRIBUTES OF INNOVATIONS AND
HOW PERCEPTIONS RELATE TO THE RATE OF
INNOVATION
• There are five perceived attributes of innovations that concentrate
on predicting Study Sync’s rate of adoption.
• Relative advantage – the degree to which an innovation is perceived as better
than the idea it supersedes (Rogers, 2003, p. 265).
• Compatibility – the degree to which an innovation is perceived as consistent
with existing values past experiences, and needs of potential adopters
(Rogers, 2003, p. 266).
• Complexity – the degree to which an innovation is perceived as relatively
difficult to understand and to use (Rogers, 2003, p. 266).
• Trialability – the degree to which an innovation may be experimented with on
a limited basis (Rogers, 2003, p. 266).
• Observability - the degree to which the results of an innovation are visible to
others (Rogers, 2003, p. 266).

35. PERCEIVED ATTRIBUTES OF INNOVATIONS AND
HOW PERCEPTIONS RELATE TO THE RATE OF
INNOVATION
• A change agent is an individual who influences a clients
innovation – decisions in a direction deemed desirable by a change
agency. Change agents face two main obstacles including (a) their
social marginality due to the change agent’s position between a
change agency and a client system, and (b) information overload
due to the state of an individual or system in which excessive
communication inputs cannot be processed and used which leads
to breakdown (Rogers, 2003, p. 400). The seven roles of change
agents include (a) to develop a need for change on the part of
clients, (b) to establish and information – exchange
relationship, (c) to diagnose problems, (d) to create and intent to
change in the client, (e) to translate intentions into action, (f) to
stabilize adoption and prevent discontinuance, and (g) to achieve a
terminal client relationship (Rogers, 2003, p. 400).

36. PERCEIVED ATTRIBUTES OF INNOVATIONS AND
HOW PERCEPTIONS RELATE TO THE RATE OF
INNOVATION
• Who will be the recommended key change agents to implement Study Sync
within your organization, and how can the seven roles of a change agent be
used in your organization to effect positive social change?
• The key change agents to implement Study Sync within each middle school include
members from the school system’s Department of Strategic Project Management and
Planning, and members from each selected middle schools leadership team. The
members include administrators, resource teachers including math resource teachers
and English resource teachers, team leaders, staff developers and elected faculty
representatives.
• Members from the Department of Strategic Project Management and Planning work with math
and English resource teachers and staff developers to establish a need for implementing Study
Sync. Each middle school is responsible for providing higher – level math and foreign
language courses for middle school students.
• Each math and English resource teacher provides a role and develops an information exchange
process. They work with their school’s scheduler to establish a room assignment for setting up
a computer lab assignment for Study Sync implementation. They collaborate among High
School math teachers for getting students into the higher – level math and foreign language
courses. They collaborate among members of the leadership team, as well as their discipline
and grade – level teams.

37. PERCEIVED ATTRIBUTES OF INNOVATIONS AND
HOW PERCEPTIONS RELATE TO THE RATE OF
INNOVATION
• The math and English resource teachers convene monthly to diagnose and
discuss problems or concerns that may arise during middle school resource
teacher meetings.
• There are quarterly progress meetings with the leadership team where the
math resource teacher and English resource teacher present data on student
progress with the Study Sync LMS.
• To stabilize adoption, the school system’s Department of Strategic Project
Management and Planning coordinates with middle school leadership teams
that are to begin the Study Sync implementation process during the summer
before the school year begins. The math and English resource teachers will
already have some knowledge of the Study Sync implementation from
testimony given from colleagues during previous resource teacher meetings.
• The order of operations with the implementation process of Study Sync helps
establish a terminal relationship among clients.

38. PERCEIVED ATTRIBUTES OF INNOVATIONS AND
HOW PERCEPTIONS RELATE TO THE RATE OF
INNOVATION
• Which combination of perceived attributes would be best for
helping your innovation meet critical mass in your industry?
• Relative advantage will play a role among the Early Adopters who
implement Study Sync. Advantages include less expenses to
implement, and no lost instructional time with students having to travel
from the middle school to the high school.
• Compatibility also plays a role in that Study Sync aligns with each
middle school student’s schedule. The program implementation is
asynchronous for students so there is no loss of instructional time.
• Observability is another factor that plays among Early Majority and Late
adopters. The clients within the two categories will be able to observe
and hear testimony among Early Adopters with the implementation
process of Study Sync.

39. PERCEIVED ATTRIBUTES OF INNOVATIONS AND
HOW PERCEPTIONS RELATE TO THE RATE OF
INNOVATION
• A centralized diffusion system is held by government officials and
technical subject – matter experts. The flow of decisions is from top
to bottom (Rogers, 2003, p.401).
• A decentralized diffusion system allows local units to decide which
innovations should diffuse through horizontal systems and allow a
high degree of re – invention (Rogers, 2003, p. 401).
• Is a Centralized or Decentralized approach best for the adoption of
the innovation you are proposing to the Board of Directors?
• Study Sync starts as Centralized approach in the diffusion process.
However, local users may use a Decentralized approach in order to increase
local adaptation among adopters.
• The school system’s Department of Strategic Project Management and Planning
coordinates with middle school leadership teams that are to begin the Study Sync
implementation process during the summer before the school year begins.
• Study Sync supports the needs of students taking higher - level math and foreign
language courses.
• However, there is relatively a low degree of re – invention of the innovation as the
diffusion process takes place among users.

40. PERCEIVED ATTRIBUTES OF INNOVATIONS AND
HOW PERCEPTIONS RELATE TO THE RATE OF
INNOVATION
• Critical mass occurs at the point where enough individuals in a
system adopt an innovation so that the innovation’s further rate of
adoption becomes self – sustaining (Rogers, 2003, p. 363).
• There are four strategies that can be used in order to reach critical
mass for an interactive system:
• The system has highly – respected individuals for initial adoption that are
targeted. They system’s context for the critical mass can be important in
providing pressures to adopt Study Sync (Rogers, 2003, p. 361).
• The system allows individuals perceptions of an innovation such as Study
Sync to be shaped (Rogers, 2003, p. 361).
• The innovation is introduced to intact groups in the system where members
are likely to be innovative (Rogers, 2003, p. 361).
• There are incentives for early adoption of Study Sync that are provided such
as services and resources (Rogers, 2003, pp. 361 – 362).

41. PERCEIVED ATTRIBUTES OF INNOVATIONS AND
HOW PERCEPTIONS RELATE TO THE RATE OF
INNOVATION
• Has the Study Sync proposal to the Board already met critical mass
in society? If it has not met critical mass, which of the four
strategies for achieving critical mass do you recommend to the
Board for your innovation?
• Study Sync as a proposal is in the process of meeting critical
mass within society. The system has highly – respected
individuals for initial adoption that are targeted. The system’s
context for the critical mass can be important in providing
pressures to adopt Study Sync. The school system’s Department
of Strategic Project Management and Planning coordinates with
middle school leadership teams that are to begin the Study Sync
implementation process during the summer before the school
year begins. Study Sync is an LMS to help promote an online
learning community for the 21st century.

42. SPECIFIC VARIABLES THAT MAKE ORGANIZATIONAL
ADOPTION DIFFERENT FROM INDIVIDUAL
ADOPTION
• Innovation processes within organizations is divided into two
sub processes
• Initiation is where all of the information
gathering, conceptualizing, and planning for the adoption of
an innovation leading to the decision to adopt
• Agenda – setting occurs when a general organization
problem creates a perceived need for an innovation
• Matching is where an organization’s agenda is fit with an
innovation (Rogers, 2003, p. 434).

43. SPECIFIC VARIABLES THAT MAKE ORGANIZATIONAL
ADOPTION DIFFERENT FROM INDIVIDUAL
ADOPTION
• Implementation which is all of the events, actions, and
decisions towards putting an innovation to use
• Redefining/restructuring occurs when an innovation is re
– invented to accommodate the organizations needs and
structure more closely and when the organizations
structure is modified to fit with the innovation
• Clarifying occurs when the innovation is put into more
widespread use within an organization
• Routinization occurs when an innovation becomes
incorporated into the regular activities of the organization
and loses its separate identity (Rogers, 2003, p. 434).

44. SPECIFIC VARIABLES THAT MAKE
ORGANIZATIONAL ADOPTION DIFFERENT
FROM INDIVIDUAL ADOPTION
• Study Sync allows the 38 Middle Schools within the county to
provide higher level Math and Foreign Language courses
• Study Sync saves the school system over $40,000.00 in
expenses for transportation
• Study Sync provides students with literacy and math skills for
21st century learners, skills for common core learning, flexible
access, and multiple ways for teachers to provide differentiated
activities
• Study Sync supports collaboration
• Study Sync provides students with optimal resources to
support student learning needs

45. REFERENCES
• References
• StudySync. (2012). What is studysync. Retrieved from
• http://www.studysync.com/our-product/what-is-
studysync/?ga-link=explore
• Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New
York, NY: Free Press.