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THE EVALUATION OF PROMETHEAN BOARD USE IN CLASSROOMS AT BETHUNE MIDDLE SCHOOL

Prepared by

Talleah Smith

Prepared for

Sedrick Anthony

Assistant Principal Bethune Middle School

April 11, 2011

Executive Summary

The use of Interactive White Boards has the potential to expand the traditional classroom and

the way students experience learning. Three years ago math classrooms, and recently language arts

classrooms, at Bethune Middle School were equipped with Promethean Activ Boards (PABs) under the

premise it would have a positive impact on student learning. This summative evaluation used

questionnaires, surveys and observations to answer the following questions:

1) Were teachers properly trained to use the PAB?

2) What impact does the use of the PAB have on student learning?

3) In what way(s) and by whom is the PAB being used?

Although there has been limited training for the PABs, teachers are demonstrating competence

in using the PAB and delivering lessons to students. The teacher questionnaire showed that teachers

were confident in basic uses, such as using the pen and knowing the capabilities of the PAB. However,

observations revealed many teachers only used a portion of what they knew about PABs. Several of the

features, like the camera tool and math tools, were omitted from the lessons; therefore, reducing the

PAB to a projection screen or electronic white board.

The surveys and observations also indicated positive results when it came to the impact on

student learning. A high percentage of teachers and students believed lessons delivered using the PAB

result in increased student engagement, participation, and motivation. Teachers and students differed in

opinion when asked if using the PAB helped students better understand the material.

The observations indicated a number of teachers used the PAB in its simplest form by only using

a few of the features that are available. Only a small amount of teachers used the PAB to incorporate

interactive websites, games, and photos into the lessons.

The following recommendations will be made:

1. Initial training for the PAB should be broken up into a series of smaller sessions.

2. Teachers should participate in a minimum of three follow up PAB trainings during the year.

3. Bethune Middle School should designate a minimum of three resident experts to assist

teachers in each grade level with planning and implementing an interactive lesson using

PABs.

4. Students should be given mini lessons on the basics of the PAB to insure they are able to

actively participate in lessons.

This evaluation shows teachers have a knowledgeable foundation in basic PAB use and students

are experiencing a positive impact to their learning environment. However, more training should be

conducted to allow teachers to learn more features and how to embed the many uses of the PAB into

their lessons. Only then will students get the true impact of learning in an interactive classroom.

THE EVALUATION OF PROMETHEAN BOARD USE IN CLASSROOMS AT BETHUNE MIDDLE SCHOOL

Introduction

During recent years, interactive white boards (IWBs) have gained popularity in the education

sector. The use of IWBs has the potential to expand the traditional classroom and the way students

experience learning and teaching. Many schools are stretching their budget dollars to be able to outfit

their classrooms with this technology because the IWB allows teachers to incorporate a variety of

multimedia resources. Traditional lecture style classrooms are being transformed by incorporating

written text, pictures, video and online websites into classroom activities (Murcia and McKenzie, 2008;

Betcher & Lee, 2009). According to Lewin, Scrimshaw, Somekh, and Haldane (2009), there has been

substantial government funding and policy directives aimed at pushing this new technology. “Teachers

were enthusiastic, had seen improvements in student engagement, and were able to develop and

evolve their IWB teaching strategies through explicit reflection. However, there was considerable

diversity both in the ways in which the IWB was used and in the degree to which teachers changed their

classroom teaching practices” (Dalgarno, Tinkler, and Winzenried, p. 534, 2010).

Bethune Middle School, that has Promethean Activ Boards (PABs), a type of IWB,

installed in math and some language arts classes, is the setting for this evaluation. There are

approximately 950 students in grades six through eight. This evaluation seeks to determine how PABs

are being used in the classroom, who is using the PAB, and what impact the PABs have on student

learning. The evaluation client, Mr. Anthony, is the sixth grade and instructional administrator. He is a

former social studies teacher and student of the DeKalb County school system. Active stakeholders in

this evaluation are Mr. Anthony, teachers, administrators, instructional coaches, students, parents, and

ultimately the community.

Purpose

The purpose of this summative evaluation is to determine if teachers were properly trained on

the use of the Promethean Board, and does this training translate into effective lessons with active

student participation. Lewin, et al., (2009) states that the use of IWBs, such as the PAB, supports whole

class interactive teaching.

A determination will be made as to how the PABs are being used with students and what they

are gaining from lessons delivered with the PABs. This evaluation is looking to determine if there needs

to be a change in current Promethean trainings that teachers receive or if teachers need additional

training in planning effective technology enriched lessons that foster active student participation.

Evaluation Questions

The objectives:

• Teachers will have a basic knowledge in using the tools and features of the Promethean Board.

• Teachers will be able to create and deliver effective lessons using Promethean Boards.

• Students will actively participate in lessons that are delivered using the Promethean Board.

The evaluation client would like to know the following:

1) Were teachers properly trained to use the PAB?

2) What impact does the use of the PAB have on student learning?

3) In what way(s) and by whom is the PAB being used?

Methods

Participants

The participants were originally six math teachers and three language arts teachers. This

evaluation actually includes four math teachers and one language arts teacher. There were two male

and one female math teachers from sixth grade, one female math teacher from eighth grade, and one

male language arts teacher from sixth grade. There were eighty students who were surveyed, fifty three

sixth graders and twenty seven eighth graders. Of the sixth graders who were surveyed, thirty two

students were male and twenty one were female. Nineteen eighth graders were female while eight

were male.

Design and Procedures

Teachers were given two short questionnaires. One questionnaire focused on the teacher’s

knowledge of basic PAB use, such as how to use different features and tools, and the other focused on

their perception of the lessons they deliver using the PAB. The surveys were hand delivered to teachers

and a follow up was conducted a week later. Of the original nine teachers, five teachers returned the

surveys and agreed to be observed. The observations took place over three weeks where each teacher

was observed once a week for thirty minutes.

Instruments

Four instruments were used in this evaluation. Teachers were asked to complete the

Promethean Knowledge Questionnaire and the Teacher Use Survey. These two instruments contained

items that determined the teacher’s knowledge on using the PAB and the impact on student learning.

The Teacher Observation Tool was used to evaluate lessons that were taught using the PAB. Students

answered a questionnaire that contained items pertaining to their perception of PAB use in the

classroom.

The Promethean Knowledge Questionnaire

Questions 1-3- Items that can be used in conjunction with the Promethean software such as

Power Point and various websites.

Questions 4-7- Using key features such as the camera and revealer tools

Questions 8-10 - Creation aspects of a flipchart such as how to create layers and change

backgrounds.

Teacher Use Survey

Question 1 –Teacher comfort level in Promethean knowledge

Questions 2-9 – Student Engagement

Question 10 – Teacher training

Teacher Observation Tool

Question 1 – Who is using the Promethean Board

Questions 2-4 – Teacher role

Questions 5-7 – Student role

Questions 8-9 – Pedagogy

Student Questionnaire

Questions 1-6 – Student engagement

Question 7 – Technology use

Questions 8-10 – Product creation

Table 1. Instrument Use in Relation to Evaluation Questions

PrometheanKnowledge

Teacher Use Teacher Observation Student Questionnaire

Question 1: Were

teachers properly

trained?

x x x

Question 2: Impact on

student learning x x x

Question 3: How is the

Promethean being

used and by whom?

x x

Summary of Key Findings

Evaluation Question 1: Where teachers properly trained to use the Promethean Board?

According to Hall and Higgins (2005), professional development should be ongoing. “It is easy

for schools to fall into the trap of acquiring IWBs, installing them, and then offering a onetime technical

training to teachers. Unfortunately, this type of training program is common but not likely to result in

the effective use of IWBs” (DIGREGORIO & SOBEL-LOJESKI, p. 5, 2010). Successful teachers should be

trained how to integrate the IWB into pedagogy and given the time to practice and develop these skills,

which in turn may give them the confidence to put them into practice (DIGREGORIO & SOBEL-LOJESKI,

2010).

Training for the PABs started three years ago for math teachers at Bethune Middle School. This

training consisted of a one day, eight hour, session. In this session, teachers were shown the basics on

how to use the pen, change background colors, and how to use key features such as the calculator and

reveler tool. No follow up training had been offered until February 2011 when a second installment of

PABs were placed in language arts classrooms. This follow up training, for math teachers, and initial

training, for language arts teachers, took place over four days for one hour each day.

Teachers were given surveys that pertained to basic knowledge and their use of the Promethean

Board. According to the surveys, teachers have a basic understanding of how to use the PAB. They are

familiar with tools and features that are offered in the software. Even though the teachers have a basic

operating knowledge, their thoughts, based on the surveys, show they don’t feel the training was

adequate. This lead to sixty percent of the teachers feeling they deliver high quality lessons using the

PAB.

Teachers were also observed teaching lessons using the PAB. During the observations it is

evident that teachers understood and could use the basic functions of the PAB. However, it is also

evident that teacher’s aren’t using the PAB to its full capabilities. Many of the functions and tools that

were taught during training sessions were not used and the PAB was used as an electronic dry erase

board.

Evaluation Question 2: What impact does the use of the PAB have on student learning?

PABs were purchased and installed because studies showed that its use would increase student

learning. “IWBs provided a range of technical capabilities of potential benefit in achieving positive

learning outcomes across the full curriculum spectrum” (Dalgarno, Tinkler, and Winzenried, p. 535,

2010). A key benefit of IWBs is an increase in student engagement, according to Dalgarno, et.al, 2010).

Teachers at Bethune Middle School, who were surveyed, had overall positive views about

student learning in lessons taught using the PABs. Eighty percent of teachers agreed that students are

more motivated and engaged in the learning process. Sixty percent of teachers reported there was

increased student participation and that students were able to construct new knowledge. However,

eighty percent of teachers felt the use of PABs was not helping students to become critical thinkers.

For the most part, student’s views were in line with teacher views although the differed slightly

in a couple of areas. Ninety two percent of students reported that enjoy lessons taught using the PAB

and that they are more motivated to learn. Students agreed with teachers in regards to higher

participation. The difference of opinions is introduced when it comes down to whether students

understand the material better using the PAB. Seventy two percent of students reported that using the

PAB gives them a better understanding of the material; whereas, fifty percent of teachers reported that

students were not gaining a better understanding of the material. The majority of students agreed that

using technology, such as the Promethean, was important and would help them in the future.

Evaluation Question 3: In what way(s) and by whom is the PAB being used?

“The benefits of IWB’s were very much dependent on the ways in which teachers used the IWBs

in their own classrooms” (Dalgarno, Tinkler, Winzenried, 2010, p. 535). To determine how and by whom

the PAB was being used, teachers were observed three times for approximately thirty minutes.

In the classrooms that were observed, teachers were the only users of the PAB almost half of

the time. Students, in the classrooms where the teacher was the only user, were passive participants.

These students were either listening to a lecture or working alone on an assignment that was displayed

on the PAB. The classrooms where the teacher and the student were users of the PAB, there was

increased participation through the use of interactive games and websites. In one classroom, students

viewed a short animated clip from Brainpop.com. After the clip, students were allowed to take the quiz

as a class. A student was chosen to navigate the class through the quiz by clicking on the responses that

the students chose. About ninety percent of students were familiar with how to use the Promethean

pen. They were able to change the pen size and color, erase, and change the background colors.

The results of the survey showed about eighty percent of teachers used the PAB as a projection

screen to display an assignment or flipchart. Less than fifty percent of teachers used the PAB to show

videos, play interactive games, use interactive websites, or as a station. Over half of the teachers used

the pen, color, and desktop annotate features. Other features such as the highlighter, revealer, resource

browser, and camera were used less than fifteen percent of the time.

Recommendations and Conclusions

In conclusion, this summative evaluation sought to determine if teachers were properly trained

on the use of the PAB, and did the training translate into lessons that impacted student learning. The

surveys and observations showed that teachers were trained properly on the basics of the PAB.

Teachers were confident of their knowledge when it came to using basic functions and were even

knowledgeable about more in depth capabilities such as using Power Point with the PAB and how to use

the Promethean Pen to write in other applications such as word. Even though teachers had knowledge

of other advanced features of the PAB, these features were not included as part of their lessons.

Teachers who deliver lessons using the PABs are reaching a greater variety of learning styles,

reigniting excitement for learning, and are preparing our students for their futures. Teachers and

students agreed that lessons taught using the PABs created environments of increased participation and

motivation. However, teachers and students disagreed when it came to whether or not the use of the

PABs allowed students to 1) gain a better understanding of the material and 2) challenged students to

think critically. Digregorio and Sobel-Lojeski (p. 255, 2010) tell us that “interactive whiteboards (IWBs)

are generally perceived by students and teachers as a positive addition to the classroom learning

environment; however, questions remain about the relationship between IWBs, student learning, and

achievement”.

The following recommendations will be made:

1. Initial training for the PAB should be broken up into a series of smaller sessions.

2. Teachers should participate in a minimum of three follow up PAB trainings during the year.

3. Bethune Middle School should designate a minimum of three resident experts to assist

teachers in each grade level with planning and implementing an interactive lesson using

PABs.

4. Students should be given mini lessons on the basics of the PAB to insure they are able to

actively participate in lessons.

Teachers demonstrated success during this evaluation in two ways, by demonstrating their

knowledge of PABs and using it to provide lessons that have a positive impact on student learning. The

biggest challenge is giving teachers the time to learn how to plan lessons that are truly interactive for

the students. “Teachers’ pedagogy must evolve to meet the demands of changing learning

environments and learning needs of contemporary digital students” (Murcia, p.23, 2010). This barrier

can be overcome with additonal training and support. According to Lewin, et al. (2009), through

conversations and interactions with others, teachers learn technical and pedagogic skills in IWB use

which could be the most crucial factor in enabling learning.

References

Associates, S. (2006, December 13). Sample Survey Instrument. Retrieved February 17, 2011, from

http://www.sun-associates.com/eval/samples/samplesurv.html

Betcher, C. & Lee, M. (2009). The Interactive Whiteboard Revolution. ACER Press. Victoria, Australia.

Classrrom Observation Checklist. (n.d.). Retrieved February 23, 2011, from

http://www.mcmel.org/MLLS/eval/Observation_Checklist_v4.pdf Hall, I., & Higgins, S. (2005).

Primary school students’ perceptions of interactive whiteboards. Journal of Computer Assisted

Learning, 21(2), 102-117.

Guerra, I., Kaufman, R., & Platt, W. A. (2006). Practical Evaluation for Educators: Finding What Works

and What Doesn't. Thousand Oaks, California: Corwin Press.

Lewin, , Scrimshaw, Somekh, and Haldane (2009) 'The impact of formal and informal professional

development opportunities on primary teachers' adoption of interactive whiteboards',

Technology, Pedagogy and Education, 18: 2, 173 — 185

Murcia, K. & McKenzie, S. (2008). Whiteboard Technology: engaging children with literacy and numeracy

rich contexts. Report to DEEWR Australia. At,

http://www.education.murdoch.edu.au/clcd/docs/Whiteboard%20Technology%20Report.pdf

Retrieved online April 11, 2011.

Winzenried, Dalgarno and, Tinkler (2010). The interactive whiteboard: A transitional technology

supporting diverse teaching practices. Australasian Journal of Educational Technology, 26(4),

534-552.

http://www.education.murdoch.edu.au/clcd/docs/Whiteboard%20Technology%20Report.pdf

Appendix A: Promethean Knowledge Questionnaire

1. Power Point presentations can be used with the PAB software.

Strongly Agree Agree Disagree Strongly Disagree

2. The notes browser can be used to give instructions for an activity or another user.


3. Websites can be used and navigated with the PAB.


4. Teachers and students can use the two Promethean Pens at the same time?


5. Desktop annotate will not allow you to use the Promethean pen with Microsoft applications.


6. The camera tool can be used to take snapshots of different images and pages.


7. The revealer tool exposes information hidden inside of layers.


8. Images and words can be made invisible by using layering techniques.


9. The background of a flip chart can be changed several different ways.


10. Lessons are available for use on Promethean Planet.


Appendix B: Teacher Promethean Use survey

1. I am comfortable in my knowledge of PABs.


2. I deliver higher quality lessons using the PAB than without.


3. My students are more engaged with Promethean driven lessons.


4. The use of PABs motivates my students to learn.


5. The lessons I deliver using the PAB is helping my students to become critical thinkers.


6. The lessons I deliver using the PAB is allowing my students to construct new knowledge.


7. My students participate more in lessons delivered using PABs.


8. My students have a better concept of lessons taught using PABs.


9. My students are more attentive to lessons taught using the PABs.


10. The training I received on using the PAB prepared me to effectively use it in my classroom.


Appendix C: Student Questionnaire

1. I enjoy lessons taught using the PAB.


2. I am more attentive to lessons taught using the PAB.


3. I participate more in lessons taught using the PAB.


4. I have a better understanding of lessons taught using the PAB.


5. When my teachers use the PAB it motivates me to learn.


6. I enjoy using the PAB for activities.


7. It is important for technology to be used in the classroom.


8. Learning using a PAB is preparing me to use technology in the future.


9. I have a basic understanding of how to use the PAB.


10. I would enjoy creating a Promethean flipchart to demonstrate what I’ve learned.


Appendix D: Teacher Observation Tool

Grade Level ____________ Subject ________________________ Date _________________

Number of Minutes observed _______________

Who is using the Promethean?

Teacher only Student only Teacher and student

What is the teacher’s role? (Check all that apply)

Lecture (Whole group) Facilitator/ Coach Modeling (Small group)

How is the teacher using the Promethean? (Check all that apply)

Projection screen Show video Flipcharts Interactive Game Interactive Webpage Research Station Teaching Electronic Dry Erase Board

What Promethean Tools is the teacher using? (Check all that apply)

Pen Highlighter Desktop Annotate Revealer Math tools Resource Browser Layers Camera Notes browser Tickertape Color tools

How are students working? (Check all that apply)

Alone In pairs Small Group Whole group Presentation

How are the students using the Promethean? (Check all that apply)

Passive participant Interactive game Interactive lesson Promethean handhelds Electronic Dry Erase Board Stations Research Other ______________________________________________

Are students able to navigate basic Promethean Tools? (i.e. pen, highlighter, color tools)

Yes NoWhat learning style(s) are addressed by the lesson? (Check all that apply)

Verbal /Linguistic Visual/Spatial Bodily/Kinesthetic Musical Interpersonal Intrapersonal Naturalistic

What level of Blooms Taxonomy does the lesson address? (Check all that apply)

Remember Understand Apply Analyze Evaluate Create

Appendix E: Promethean Knowledge Questionnaire Results

1. Power Point presentations can be used with the PAB software.


80% 20% 0% 0%

2. The notes browser can be used to give instructions for an activity or another user.


0% 60% 40% 0%

3. Websites can be used and navigated with the PAB.


100% 0% 0% 0%

4. Teachers and students can use the two Promethean Pens at the same time?


0% 50% 50% 0%

5. Desktop annotate will not allow you to use the Promethean pen with Microsoft applications.


80% 20% 0% 0%

6. The camera tool can be used to take snapshots of different images and pages.


60% 40% 0% 0%

7. The revealer tool exposes information hidden inside of layers.


20% 60% 20% 0%

8. Images and words can be made invisible by using layering techniques.


20% 40% 20% 20%

9. The background of a flip chart can be changed several different ways.


100% 0% 0% 0%

10. Lessons are available for use on Promethean Planet.


100% 0% 0% 0%

Appendix F: Teacher Promethean Use Survey Results

1. I am comfortable in my knowledge of PABs.


20% 60% 20% 0%

2. I deliver higher quality lessons using the PAB than without.


0% 60% 20% 20%

3. My students are more engaged with Promethean driven lessons.

Strongly Agree Agree Disagree Strongly Disagree 0% 80% 20% 0%

4. The use of PABs motivates my students to learn.


5. The lessons I deliver using the PAB is helping my students to become critical thinkers.


6. The lessons I deliver using the PAB is allowing my students to construct new knowledge.


7. My students participate more in lessons delivered using PABs.


8. My students have a better concept of lessons taught using PABs.


9. My students are more attentive to lessons taught using the PABs.


10. The training I received on using the PAB prepared me to effectively use it in my classroom.

Strongly Agree Agree Disagree Strongly Disagree0% 20% 60% 20%

Appendix C: Student Questionnaire

1. I enjoy lessons taught using the PAB.


77% 22% 1% 0%

2. I am more attentive to lessons taught using the PAB.


5% 92% 3% 0%

3. I participate more in lessons taught using the PAB.


85% 13% 2% 0%

4. I have a better understanding of lessons taught using the PAB.


17% 72% 8% 3%

5. When my teachers use the PAB it motivates me to learn.


8% 87% 5% 0%

6. I enjoy using the PAB for activities.


82% 18% 0% 0%

7. It is important for technology to be used in the classroom.


13% 80% 5% 2%

8. Learning using a PAB is preparing me to use technology in the future.


5% 90% 5% 0%

9. I have a basic understanding of how to use the PAB.


15% 80% 5% 0%

10. I would enjoy creating a Promethean flipchart to demonstrate what I’ve learned.


5% 94% 1% 0%

Appendix H: Teacher Observation Tool Results

Grade Level __6-8__________ Subject __Math/Language Arts_____Date _________________

Number of Minutes observed __30_____________

Who is using the Promethean?

Teacher only- 47%

Student only- 0%

Teacher and student- 53%

What is the teacher’s role? (Check all that apply)

Lecture (Whole group) 73%

Facilitator/ Coach 13%

Modeling (Small group) 7%

How is the teacher using the Promethean? (Check all that apply)

Projection screen 87%

Show video 40%

Flipcharts 80%

Interactive Game 20%

Interactive Webpage 20%

Research 0%

Station Teaching 13%

Electronic Dry Erase Board 87%

What Promethean Tools is the teacher using? (Check all that apply)

Pen 100%

Highlighter 7%

Desktop Annotate 73%

Revealer 7%

Math tools 20%

Resource Browser 13%

Layers 0%

Camera 0%

Notes browser 0%

Tickertape 0%

Color tools 53%

How are students working? (Check all that apply)

Alone 67%

In pairs 20%

Small Group 0%

Whole group 87%

Presentation 0%

How are the students using the Promethean? (Check all that apply)

Passive participant 80%

Interactive game 20%

Interactive lesson 13%

Promethean handhelds 7%

Electronic Dry Erase Board 0%

Stations 13%

Research 0%

Other ______________________________________________

Are students able to navigate basic Promethean Tools? (i.e. pen, highlighter, color tools)

Yes 93% No 7%

What learning style(s) are addressed by the lesson? (Check all that apply)

Verbal /Linguistic 87%

Visual/Spatial 87%

Bodily/Kinesthetic 20%

Musical 0%

Interpersonal 0%

Intrapersonal 0%

Naturalistic 0%

What level of Blooms Taxonomy does the lesson address? (Check all that apply)

Remember 80%

Understand 87%

Apply 47%

Analyze 40%

Evaluate 13%

Create 0%

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