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