ed.s. project defense presentation
TRANSCRIPT
Implementation of Interactive Whiteboard Technology in the
Classroom: Users
Tricia Swanson
Statement of Problem
• Because interactive whiteboards (IWB) are a relatively new technology in classrooms, teachers require guidance and familiarity to implement them effectively.
Rationale for StudySince the potential usefulness of any
technology will not be realized without education, guidance, and practice, more research is required to determine how the experience and professional development of classroom teachers, or lack thereof, impact the uses of IWBs.
Research Questions1. How will expectations differ concerning
the use of IWBs between a novice and a more experienced user?
2. How do novice and experienced users teach using IWBs?
3. Are there differences in how teachers implement and expect to implement IWBs?
Definition of Terms Interactive whiteboard- An IWB is an
electronic, touch-sensitive whiteboard that is used in conjunction with a computer and projector. Computer images are displayed on the board where they can be used interactively (Weiser, 1996).
Definition of Terms (contd.)Interactive learning- The learner
actually participates in the learning instead of just being a spectator (Bork, 1978).
Significance of StudyIf time is appropriated for practice and
professional development in the use of IWBs, the technology could possibly be used to improve teaching and learning (Levy, 2002).
Literature Highlights Latham (2002) found that in order for the use
of IWBs to be effective teachers must have the following: “confidence in using the resource and
familiarity with its practical potential”(p.3), knowledge of their curriculum, knowledge of how to teach interactively, and high expectations of student abilities.
Literature Highlights Students are more motivated and engaged in
learning (Smith, 2000), which could lead to improvements in behavior (Thompson & Flecknoe, 2003).
Notes can be saved and downloaded by students (Levy, 2002).
Literature Highlights Cuthell (2005) performed a study in UK
classrooms and concluded the following:
All learning styles benefited (Cuthell, 2005; Thompson & Flecknoe, 2003).
Teachers with one year experience said that there were greater benefits for teaching and learning after three months of using an IWB.
Literature Highlights
Research results are ambiguous. IWB technology can enhance teaching and
learning, however teacher experience and perceptions are influential factors to successful implementation (Levy, 2002).
There is insufficient evidence to prove that IWBs improve teaching and learning (Smith, Higgins, Wall, & Miller, 2005)
Methodology- Participants Participant selection was based on
experience and subject area
Experienced user- at least two years experience Novice user- less than twelve months experience Subject area: Math Availability to the researcher
Methodology- Participants
The four teachers who participated in the study work in Southeast Georgia public schools.
Teacher A = female with 3.5 years experience Teacher B = female with 2 years experience Teacher C = male with 5 months experience Teacher D = female with 11 months experience
Methodology- Protocols Semi-structured interviews
Expectations of IWB use Video recorded lessons with tape recorded
sound Actual IWB use analyzed
See how experienced vs. novice teach with IWB Cross-check expectations of use with actual use
Methodology- Interview1. How much experience do you have using SMART boards?
2. How comfortable do you feel in using new technology?
3. Are you one of those people who can just play around with technology to figure it out or do you like someone to show you how to do it before you begin?
4. What kind of professional development have you received to help equip you with skills to successfully implement an IWB in your classroom?
Methodology- Interview (contd.)5.How do you plan to use your IWB in lessons that
you will record for me? Can you give examples?
6.Will you be using IWBs in assessments? Why, or why not? Please explain.
7.What kind of technology have you used in teaching in the past?
Methodology- Analysis Table 1 - Interview data – data is reduced for
manageability and placed into a table to analyze for common themes
Rubric – to determine what level the teachers are using the IWB (beginner or proficient level)
Table 2 – Expected IWB use vs. Actual IWB use
Evaluation of SMART Board Implementation in Lessons
Beginner Level Proficient Level
Student Use ofSmartBoard
Teacher is the primary user of the SMART Board.
Teacher uses the SMART Board to present information and creates interactive lessons for students during whole class and small group instruction.
Teacher Use ofSmartBoard
Teacher uses the SMART Board primarily for providing directions, United Streaming videos, PowerPoint presentations, scanned worksheets and bell work exercises.
Teacher uses the SMART Board for providing background information and directions and also has students use interactive web sites, flash tools, interactive PowerPoint presentations and online manipulatives.
Teacher Use ofSmartBoard
Teacher does not move effectively between Notebook software and other applications.
Teacher effectively moves between Notebook software and all other applications.
Smart Tools
Teacher uses the basic SMART tools including pens, erasers, handwriting recognition, spell check, Notebook galleries, SMART Board keyboard and right click button, and can orient the board.
Teacher uses basic tools along with the spotlight tool, magnifier, screen capture tool, highlighter pens, stamps, full screen view; can add lines, shapes, and text; can group and lock objects; adds links to websites, videos, documents and attachments.
Recording Feature
Teacher does not use the recording feature.
Teacher records information and uses the files in the classroom or for substitute teachers.
SmartBoard Lessons
Teacher uses websites on the SMART Board.
Teacher downloads and modifies SMART Notebook lessons from the Internet.
Adapted from http://www.amphi.com/departments/technology/whiteboard/lessonplans.html
Results What kind of professional development have
you received to help equip you with skills to successfully implement an IWB in your classroom? Teacher A = 3 days Teacher B = 3 days Teacher C = 2 hours Teacher D = 1 day
Results How comfortable do you feel in using new
technology? Teachers A, B, and C were comfortable Teacher D experiences fear and anxiety. After
hours of playing with it, she becomes more comfortable.
Results – Teacher A
ExpectedIn lesson 1, the IWB will be used as a projector. The picture gallery may be used. Lesson 2 will be more activity based.
Actual Colored pens Scanned homework sheet Graph from the gallery Line feature
Results – Teacher B
Expected Graphic calculator software May pull up a website Use the camera feature Colored pens
Actual Line feature Keyboard Highlighter Graphic calculator software Notes with colored pens
Results – Teacher C
Expected Notes Students work examples Wireless slate
Actual Notes Flash tool spinner Zoom feature Rolling dice interactive tool (different colors) Colored pens
Results – Teacher D
ExpectedIWB will be used as an outline for teaching with titles, standards, announcements, notes, and warm-ups.
Actual Notes Shapes Line feature Gallery tools Interactive games Colored pens
Results Teacher A – 2 out of 4 parameters at the
proficient level Teacher B – 3 out of 5 proficient areas Teacher C – 3 out of 4 proficient areas Teacher D – 4 out of 4 proficient areas
Evaluation of SMART Board Implementation in Lessons
Beginner Level Proficient Level
Student Use ofSmartBoard
Teacher is the primary user of the SMART Board.
Teacher uses the SMART Board to present information and creates interactive lessons for students during whole class and small group instruction.
Teacher Use ofSmartBoard
Teacher uses the SMART Board primarily for providing directions, United Streaming videos, PowerPoint presentations, scanned worksheets and bell work exercises.
Teacher uses the SMART Board for providing background information and directions and also has students use interactive web sites, flash tools, interactive PowerPoint presentations and online manipulatives.
Teacher Use ofSmartBoard
Teacher does not move effectively between Notebook software and other applications.
Teacher effectively moves between Notebook software and all other applications.
Smart Tools
Teacher uses the basic SMART tools including pens, erasers, handwriting recognition, spell check, Notebook galleries, SMART Board keyboard and right click button, and can orient the board.
Teacher uses basic tools along with the spotlight tool, magnifier, screen capture tool, highlighter pens, stamps, full screen view; can add lines, shapes, and text; can group and lock objects; adds links to websites, videos, documents and attachments.
Recording Feature
Teacher does not use the recording feature.
Teacher records information and uses the files in the classroom or for substitute teachers.
SmartBoard Lessons
Teacher uses websites on the SMART Board.
Teacher downloads and modifies SMART Notebook lessons from the Internet.
Adapted from http://www.amphi.com/departments/technology/whiteboard/lessonplans.html
Discussion
Findings suggest that more experience using an IWB promotes higher expectations.
DiscussionNovice teacher D used the IWB the most
proficiently of all participants. Received 1 day of professional development Spent many hours becoming familiar with SMART
board and available features Could anxiety of new technology be a motivating
factor?
Discussion Teacher A had the most experience using an
IWB, but had the least number of proficient areas compared to others.
Limitations of Study Expectant mother? Sample Size Interrater reliability
Future Research
Future research may examine what is more important, spending much time in professional development courses or time allotted for the practice and exploration of the IWB with software on one’s own.
Recommendations
For IWB integration in lessons:
Interactive websites Interactive games to teach and reinforce
lesson Online manipulatives
Recommendations (contd.) Record lesson for absent students or
substitute teachers Take advantage of SMART notebook lessons
that are available from the SMART gallery or Internet