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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.
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.
Strongly Agree Agree Disagree Strongly Disagree
3. Websites can be used and navigated with the PAB.
Strongly Agree Agree Disagree Strongly Disagree
4. Teachers and students can use the two Promethean Pens at the same time?
Strongly Agree Agree Disagree Strongly Disagree
5. Desktop annotate will not allow you to use the Promethean pen with Microsoft applications.
Strongly Agree Agree Disagree Strongly Disagree
6. The camera tool can be used to take snapshots of different images and pages.
Strongly Agree Agree Disagree Strongly Disagree
7. The revealer tool exposes information hidden inside of layers.
Strongly Agree Agree Disagree Strongly Disagree
8. Images and words can be made invisible by using layering techniques.
Strongly Agree Agree Disagree Strongly Disagree
9. The background of a flip chart can be changed several different ways.
Strongly Agree Agree Disagree Strongly Disagree
10. Lessons are available for use on Promethean Planet.
Strongly Agree Agree Disagree Strongly Disagree
Appendix B: Teacher Promethean Use survey
1. I am comfortable in my knowledge of PABs.
Strongly Agree Agree Disagree Strongly Disagree
2. I deliver higher quality lessons using the PAB than without.
Strongly Agree Agree Disagree Strongly Disagree
3. My students are more engaged with Promethean driven lessons.
Strongly Agree Agree Disagree Strongly Disagree
4. The use of PABs motivates my students to learn.
Strongly Agree Agree Disagree Strongly Disagree
5. The lessons I deliver using the PAB is helping my students to become critical thinkers.
Strongly Agree Agree Disagree Strongly Disagree
6. The lessons I deliver using the PAB is allowing my students to construct new knowledge.
Strongly Agree Agree Disagree Strongly Disagree
7. My students participate more in lessons delivered using PABs.
Strongly Agree Agree Disagree Strongly Disagree
8. My students have a better concept of lessons taught using PABs.
Strongly Agree Agree Disagree Strongly Disagree
9. My students are more attentive to lessons taught using the PABs.
Strongly Agree Agree Disagree Strongly Disagree
10. The training I received on using the PAB prepared me to effectively use it in my classroom.
Strongly Agree Agree Disagree Strongly Disagree
Appendix C: Student Questionnaire
1. I enjoy lessons taught using the PAB.
Strongly Agree Agree Disagree Strongly Disagree
2. I am more attentive to lessons taught using the PAB.
Strongly Agree Agree Disagree Strongly Disagree
3. I participate more in lessons taught using the PAB.
Strongly Agree Agree Disagree Strongly Disagree
4. I have a better understanding of lessons taught using the PAB.
Strongly Agree Agree Disagree Strongly Disagree
5. When my teachers use the PAB it motivates me to learn.
Strongly Agree Agree Disagree Strongly Disagree
6. I enjoy using the PAB for activities.
Strongly Agree Agree Disagree Strongly Disagree
7. It is important for technology to be used in the classroom.
Strongly Agree Agree Disagree Strongly Disagree
8. Learning using a PAB is preparing me to use technology in the future.
Strongly Agree Agree Disagree Strongly Disagree
9. I have a basic understanding of how to use the PAB.
Strongly Agree Agree Disagree Strongly Disagree
10. I would enjoy creating a Promethean flipchart to demonstrate what I’ve learned.
Strongly Agree Agree Disagree Strongly Disagree
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.
Strongly Agree Agree Disagree Strongly Disagree
80% 20% 0% 0%
2. The notes browser can be used to give instructions for an activity or another user.
Strongly Agree Agree Disagree Strongly Disagree
0% 60% 40% 0%
3. Websites can be used and navigated with the PAB.
Strongly Agree Agree Disagree Strongly Disagree
100% 0% 0% 0%
4. Teachers and students can use the two Promethean Pens at the same time?
Strongly Agree Agree Disagree Strongly Disagree
0% 50% 50% 0%
5. Desktop annotate will not allow you to use the Promethean pen with Microsoft applications.
Strongly Agree Agree Disagree Strongly Disagree
80% 20% 0% 0%
6. The camera tool can be used to take snapshots of different images and pages.
Strongly Agree Agree Disagree Strongly Disagree
60% 40% 0% 0%
7. The revealer tool exposes information hidden inside of layers.
Strongly Agree Agree Disagree Strongly Disagree
20% 60% 20% 0%
8. Images and words can be made invisible by using layering techniques.
Strongly Agree Agree Disagree Strongly Disagree
20% 40% 20% 20%
9. The background of a flip chart can be changed several different ways.
Strongly Agree Agree Disagree Strongly Disagree
100% 0% 0% 0%
10. Lessons are available for use on Promethean Planet.
Strongly Agree Agree Disagree Strongly Disagree
100% 0% 0% 0%
Appendix F: Teacher Promethean Use Survey Results
1. I am comfortable in my knowledge of PABs.
Strongly Agree Agree Disagree Strongly Disagree
20% 60% 20% 0%
2. I deliver higher quality lessons using the PAB than without.
Strongly Agree Agree Disagree Strongly Disagree
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.
Strongly Agree Agree Disagree Strongly Disagree 0% 80% 20% 0%
5. The lessons I deliver using the PAB is helping my students to become critical thinkers.
Strongly Agree Agree Disagree Strongly Disagree 0% 20% 80% 0%
6. The lessons I deliver using the PAB is allowing my students to construct new knowledge.
Strongly Agree Agree Disagree Strongly Disagree 0% 60% 40% 0%
7. My students participate more in lessons delivered using PABs.
Strongly Agree Agree Disagree Strongly Disagree 20% 60% 20% 0%
8. My students have a better concept of lessons taught using PABs.
Strongly Agree Agree Disagree Strongly Disagree 0% 50% 50% 0%
9. My students are more attentive to lessons taught using the PABs.
Strongly Agree Agree Disagree Strongly Disagree 20% 60% 20% 0%
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.
Strongly Agree Agree Disagree Strongly Disagree
77% 22% 1% 0%
2. I am more attentive to lessons taught using the PAB.
Strongly Agree Agree Disagree Strongly Disagree
5% 92% 3% 0%
3. I participate more in lessons taught using the PAB.
Strongly Agree Agree Disagree Strongly Disagree
85% 13% 2% 0%
4. I have a better understanding of lessons taught using the PAB.
Strongly Agree Agree Disagree Strongly Disagree
17% 72% 8% 3%
5. When my teachers use the PAB it motivates me to learn.
Strongly Agree Agree Disagree Strongly Disagree
8% 87% 5% 0%
6. I enjoy using the PAB for activities.
Strongly Agree Agree Disagree Strongly Disagree
82% 18% 0% 0%
7. It is important for technology to be used in the classroom.
Strongly Agree Agree Disagree Strongly Disagree
13% 80% 5% 2%
8. Learning using a PAB is preparing me to use technology in the future.
Strongly Agree Agree Disagree Strongly Disagree
5% 90% 5% 0%
9. I have a basic understanding of how to use the PAB.
Strongly Agree Agree Disagree Strongly Disagree
15% 80% 5% 0%
10. I would enjoy creating a Promethean flipchart to demonstrate what I’ve learned.
Strongly Agree Agree Disagree Strongly Disagree
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%