2. Statement of Problem
• Because interactive whiteboards
(IWB) are a relatively new technology
in classrooms, teachers require
guidance and familiarity to implement
them effectively.
3. Rationale for Study
Since 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.
4. Research Questions
1. 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?
5. 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).
6. Definition of Terms (contd.)
Interactive learning- The learner
actually participates in the learning
instead of just being a spectator
(Bork, 1978).
7. Significance of Study
If 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).
8. 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.
9. 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).
10. 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.
11. 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)
12. 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
13. 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
14. 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
15. Methodology- Interview
1. 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?
16. 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?
17. 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
18. Evaluation of SMART Board Implementation in Lessons
Beginner Level Proficient Level
Student Use
ofSmart
Board
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
ofSmart
Board
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
ofSmart
Board
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
19. 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
20. 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.
21. Results – Teacher A
Expected
In 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
22. 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
23. 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
24. Results – Teacher D
Expected
IWB 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
25. 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
26. Evaluation of SMART Board Implementation in Lessons
Beginner Level Proficient Level
Student Use
ofSmart
Board
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
ofSmart
Board
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
ofSmart
Board
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
28. Discussion
Novice 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?
29. Discussion
Teacher A had the most experience using an
IWB, but had the least number of proficient
areas compared to others.
31. 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.
32. Recommendations
For IWB integration in lessons:
Interactive websites
Interactive games to teach and reinforce
lesson
Online manipulatives
33. 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