Essig Poster

A Case Study of Interactive Whiteboard Professional Development for Elementary Mathematics Teachers Dawn Essig, Ed.D. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],RESEARCH QUESTIONS The following research questions guided this study. RQ1 : How does this professional development program influence change in teacher pedagogy in math instruction? RQ2: How does this professional development program influence change in the integration of the IWB into math instruction? RQ3: How does this professional development program influence teachers’ perceptions of student learning with an IWB? PURPOSE The purpose of this qualitative case study design was to investigate a professional development model and understand how it influenced change in the development of constructivist teaching principles. This study contributed to the limited body of research about how teachers change when they participate in IWB professional development over a duration of time. PROBLEM The number of students achieving at or above grade level on math assessments significantly declines as grade levels increase. Therefore, IWB were implemented to enhance classroom instruction and increase student performance. Even with support such as professional development on best practice and increased classroom technology, too many students continue to fail to meet state math standards and district goals. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],SOCIAL CHANGE IMPLICATIONS Professional development can bring about change in pedagogy and technology integration within classrooms. The creation of change agents within in school districts. Allowing teachers to collaborate, share, and support each other can foster social change within schools. The collaborative process can potentially transform pedagogy and technology integration. Federal laws are requiring districts to provide the least restrictive environment for students. Implementing the IWB has the potential to alter instruction and provide the opportunity for teachers to differentiate and design lessons that are highly supportive for the learning disabled students. Resources can be limited and take teachers time to develop. Implementing the IWB alleviates many of these difficulties and provides the teacher with a multitude of multimedia content that can be immediately accessed. In addition, the IWB ultimately save teachers time and allows them to spend more time with students. Building IWB based lessons initially takes time, but teachers are able to reuse and modify existing lessons resulting in saving time later on. LIMITATIONS Small sample size. I work at the same school as the participants and it is possible that I have experiences and values regarding technology that are different from that of the participants. I designed and implemented the professional development program. This could have resulted in participants not being truthful or not feeling comfortable with expressing their own beliefs. Therefore, safe guards were implemented to ensure reliability and validity. Participants were asked their opinions and reflections regarding the professional development program throughout the study. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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