CLASSROOM TEACHERS’NEEDS: MIMIO IS MEETING THIS NEED BY: To make learning more • ONLINE SELF GUIDED TRAINING AVAILABLE BASED ON YOUR SCHEDULE engaging for students, with technology that makes it easier • RETRIEVING LESSONS IN CONTENT AREAS FOR TEACHERS ACCESS ON THE WEB for teachers to do what they • TO CHAT ONLINE WITH OTHER TEACHERS BY GRADE AND SUBJECT AREA THROUGH MIMIO do best – teach CONNECT: INTERACTIVE TEACHING COMMUNITY Boring note taking to interesting lessons on whiteboard Affordable wireless equipment options for teachers to add on to Mimio Interactive Technology
Designed by MIT creative thinkers. They used engineering problem/solution methodology Many of the contributors to this volume are interested in understanding the processes of learning and teaching mediated by whole- class interactive technologies, for example considering the ways in which interactive whiteboards (IWBs) are entering into and resourcing classroom practices (Littleton, 2101). The study results indicated that, in general, using interactive whiteboards was associated with a 16 percentile point gain in student achievement. This means that we can expect a student at the 50th percentile in a classroom without the technology to increase to the 66th percentile in a classroom using whiteboards (Marzano, 2009).
HTTP://WWW.FAQS.ORG/SEC-THE INNOVATION- FILINGS/100331/FIND-THE-WORLD-DECISION PROCESS INTERACTIVE-INC_10-K/ Workflow of Mimio adoption from company to schools.
Persuading Teachers to use MimioThe Mimio innovation-decision process is known by the each individual teacher at my present school.First, knowledge of this technological device is provided through a power point slide during a facultymeeting. The follow up meeting is the distribution of the Mimio Interactive device to each certified teacher.Next, persuasion to use it daily in their lessons not just for observation but for full student engagement.Here is where it becomes challenging. There are some teachers who favorable of the innovation while whoare not technical savvy feel intimidated of the thought of freezing up when they don’t know how to manurethe equipment.Weve had Mimio for about 6 years now. Some of my teachers have really taken the ball and haverun with it. They use Mimio everyday(mostly Jr. High), while others have not taken the time tolearn. I have had on-site training, but to no avail. Some will just not use it. How do I, the Technology. change the mind set of these teachers? Weve had Mimio for about 6 years now. Some of myteachers have really taken the ball and have run with it. They use Mimio everyday(mostly Jr. High),while others have not taken the time to learn. I have had on-site training, but to no avail. Some willjust not use it. How do I, the Technology Coro. change the mind set of these teachers?Posted by Kimtuv on March 1, 2011. http://www.mimioconnect.com/forum/topic/getting_teachers_use_technology
MimioConnect.com website provides free online Display and provide demo tutorial chat resource for teachers lessons about Mimio Dymo add on Interpersonal channels of communication of face wireless equipment. to face exchanges between two or more individual is more convincing than having a sales representative at school’s faculty meetings. http://www.mimioconnect.com/forum/topic/ getting_teachers_use_technology
mimio attaches to any standard The stylus uses ultrasound technology whiteboard, connects quickly to your to track everything you write or draw. computer, and uses sophisticated Its detection range is up to nine feet infrared and ultrasound technology to (three meters) so you can capture track the position of your marker information on virtually any stylus and eraser on the board. whiteboard from 2 x 3 to 4 x 8 (60 x 90 cm to 120 x 240 cm).
• Colleagues who are looking for new innovative way to teach their students.• Principals and Assistant Principals who want to see more engagement from the students• Parent Teacher Association known as PTA. This organization works with teachers and listens to the needs and wants of teachers in their classrooms.
Mimio Progression through the adoption stages At a given school876543210 2008 2009 2010 2011 2012 Admin. Tech Specialist Teachers
• Teachers who are terrified of using technology in their classroom. Who are afraid they will break it without knowing.• Budget restraints can delay the retro fit of using Mimio Interactive Teaching Technology.• The following up cost to have a representative from the company to train key personnel at each school.
• Students today spend more time in front of their computer or smartphone• They communicate and play games on their cell phones.• They listen to music on their Ipod more than any generation living in the 21st century.• Teachers who utilize technology in their lessons daily and personal lives as well.
• The Mimio Interactive Teaching Innovation is best diffused through decentralized approach than centralized because it gives the change agent the leverage to show others how the innovation has helped them. The change agent being an early adopter will indeed give more honesty report of how the innovation has benefit or cause more problem in their daily routines at work. This approach will be more efficient and and brought to the Board of Directors in the education system.
Mimio Interactive device stages it went through were: 1 – Knowledge of what the device can do and how effective it allow for student engagement 2 – Persuasion of the change agent who trained in the full application of the Mimio innovation. 3 – Decision of administration and team leaders of the target grade levels are all on board to immediately have the device to each teacher 4 – Implementation of the Mimio software on all teacher’s laptop along with distribution of device by school’s technology specialist. 5 – Confirmation of evidence in receiving feedback from teachers who use daily or none at all is where the breakdown occurs. Teachers who chooses not to use it reply, “It is just another thing to add to my plate of responsibilities. I really don’t have the time to learn the software or use of the device.Therefore, the need for external communication from the change agent is vitalto change the negative reflection of the Mimio Interactive device is importantto have success.
This champion at the K-5 elementary are teachers a who are not afraid of utilizing the Mimio Interactive Teaching Technology. They collaborate online with other Mimio trained teachers who received their certificate to help support the TST Technology Specialist. The characteristics of a key change agent are the following:• Fearless of technology devices• Open mind to change and new innovations• Having an authoritative voice that is respected by peers and administration• Gives honest opinions on the innovation
Mimio Interactive Teaching Technology has reached the critical masses. Especially in my school district the Mimio Teaching has been retrofitted from K-12. Since the Mimio Interactive Teaching Technology has received great reviews and full adoption of this innovation. The district is now looking to upgrade the innovation to add to the innovation.
Agent4changenet. Retrieved from : http://youtu.be/ZokqjjIy77YDigital Learning. (2009). Retrieved from: http://www.digitallearning.in/interview/interview-details.asp?interviewid=714Dymo/Mimio Interactive Teaching Device. Retrieved from: http://www.youtube.com/watch?v=aRwIE84K5ZwHow to Afford Interactive Whiteboards. (2011). Technology & Learning, 31(8), 44-46. Retrieved from EBSCOhost.Retrieved from: http://www.infology.com/mimio.htmKennewell, S. S., Tanner, H. H., Jones, S. S., & Beauchamp, G. G. (2008).Analyzing the Use of Interactive Technology to Implement Interactive Teaching. Journal of Computer AssistedLearning, 24(1), 61-73. Retrieved from EBSCOhost.Littleton, K. (2010). Research into Teaching with Whole-Class Interactive Technologies: Emergent Themes.Technology, Pedagogy and Education, 19(2), 285-292. Retrieved from EBSCOhost.Marzano, R. J. (2009). Teaching with Interactive Whiteboards. Educational Leadership, 67(3), 80-82. Retrieved fromEBSCOhost.http://www.mimio.dymo.com/en-US/About-us/index.aspxShenton, A., & Pagett, L. (2007). From "Bored" to Screen: The Use of the Interactive Whiteboard for Literacy in SixPrimary Classrooms in England. Literacy, 41(3), 129-136. Retrieved from EBSCOhost.