1. Integrating SmartBoard into Your Lessons<br />Teacher Workshop<br />Instructional Design Project # 1<br />Joshua A. Worsham<br />Boise State University <br />Author Note<br />Joshua Worsham, Graduate Student, Department of Educational Technology, Boise State University. <br />Part 1 Background (TOPIC) and ID Model 3 <br />Background (Part 1A) 3 <br />Instructional Design Model (Part 1B) 4<br />Part 2 Analysis of the Learning Context 5 <br />Part 3 Analysis of the Learners 6 <br />Plan and Rationale 6 <br />Survey Link: 6 <br />Summary of Responses and Learner Needs 6<br />Part 4 Analysis of the Learning Task 9<br />Learning Goals9 <br />Task Analysis 9 <br />Learning Tasks and Objectives 9 <br />Visual Diagram of Task Analysis 9<br />Part 5 Assessment of The Learning11<br />Rubric11 <br />References13<br />Appendix 13 <br />Learner Analysis Survey13 <br />Task Analysis Diagram16<br /> Part 1: Background & ID Model<br /> Part 1a: Background<br />This project was created for the SC School District of Washington County to prepare and train teachers (hereafter, referred to as trainees) for integration of SmartBoards into their lessons, in turn, increasing interest, motivation and learning of students. One of the schools in the district will serve as the training facility. The in-service training will take place in two different areas of the host school. Because of the need to train 160 teachers, there will be two separate trainings scheduled. Each training will be broken into one hour and fifteen minute sessions, with a 30 minute break between them. The first portion of training contains a large group of 80 trainees, paired at 40 personal computers in a computer lab with broadband access. At the front of this lab is a Smartboard complete with ceiling mounted projector and a laptop for the instructor. In this session, trainees with learn how to connect and configure necessary elements of the Smartboard. Then, three basic functions of the Smartboard will be demonstrated to the trainees. The second portion of the training will take place in 10 classrooms where Smartboards are installed, complete with mounted projectors and accompanying laptops. Groups of eight teachers with heterogeneous experience levels will have a chance for hands on learning, applying what they learned in the large group session. The ten teachers with the most experience using Smartboards or similar technology will be asked to divide and each moderate a group of their peers. <br /> Part 1b: ID Model Rationale<br />Gustafson and Branch (2002) describe Gerlach and Ely as a model clearly for the use of teachers who normally act as designers and delivers of instruction. <br />http://edutechwiki.unige.ch/en/Gerlach_and_Ely_design_model<br />One concluded that this project called for a design that once delivered, will be taught by teachers to other teachers. One notes that a teacher friendly design of this in-service training is necessary for the desired result of improving student learning gains by way of implementation of SmartBoards into lessons. This model also allows for constant reflection based on evaluation of performance and analysis of feedback. Incredibly, the county owns many of the expensive SmartBoards, including licenses for software. <br /> Part 2: Analysis of the Learning Context<br />Since the Washington County School District has already determined the need for training, the first stage of the learning context analysis is to evaluate the data provided by the county. The rationale for this is why create a survey or other instruments before studying data that is already available. They were able to provide some basic information about the site where the in service will be held including: the host school for Washington county was built in 2006 and has 15 classrooms where Smartboards are fully capable of integration. It also contains a computer lab with 20, two computer stations, complete with broadband access. At the front of this lab is a Smartboard complete with ceiling mounted projector and laptop for the instructor. It is also known that there will be 160 trainees, who's technological experience ranges from beginner to expert. All of the trainees speak English fluently. The county has also stated that the training will be delivered in a face to face format. This must be done in no less than one hour and no longer than three hours. Finally, the superintendent is requiring follow-up activities to support the skills learned in the training. <br /> Next, a visit to the site would be preferred if distance allows. Having a knowledgeable host, such as the county or school's technology coordinator act as a guide would maximize the effectiveness of this visit. When this step is not possible, interviews must be conducted. The principal and technology coordinator would be targeted first. Questions that should be asked could include: socio-economic and cultural make up of the area, any limitations of the site such as access for disabled trainees, broken hardware, malfunctioning software, environmental factors such as temperature control, etc. The more information that is gained at this stage, the better designers can customize the training to motivate and be retained by the trainees. Follow up activities will include peer observation of lessons involving SmartBoard and teaching lessons to students involving the skills of SmartBoard use. <br /> Part 3: Analysis of the Learners<br /> Part 3a: Analysis plan<br />The plan of this learner analysis is to find out important background information about the trainees (target audience) through the use of an online survey, sent out through email to each participant. The main objective is to find out the access to technology, comfort level, prior experience level, and entry level skills of the trainees.The rationale for this analysis is to avoid misinformation and perceptions about the learners. Failure to do a thorough analysis at this stage could lead to failure during the training. The results of this survey will be broken down into data that can be used to tailor the instruction that will be delivered to the trainers. This data should include stable similarities and differences, as well as changing similarities and differences. It will be important to note that even if teachers reported not having access to a computer in the classroom or at home, some SmartBoards are portable and can be used with a laptop and portable projector. Therefore, this training could still be worthwhile for them. <br /> Part 3b: Analysis survey<br />Survey Link <br /> Part 3c: Report of “data”<br />After receiving the survey data back from each of the 160 teachers scheduled from training, one organized the results into this report and added graphs to represent certain statistics. 145 of the teachers reported spending some time on the computer during the day at work. Only 15 reported little to no computer use. Over 150 teachers reportedly spend significant time on their home computer. Only two teachers reported not having a computer at home. When asked if streaming video was used in their classrooms, 70 teachers replied yes, while 70 said no. 17 teacher would use it, but have no access and three did not know what streaming video was. The pie graph below (figure 1) show the amount of teachers who have trained at some other time using a SmartBoard. The bar graph (figure 2) documents the teacher PowerPoint usage each month in their classroom. <br />Figure 1<br />Figure 2<br />Teachers also reported the different ways students are using technology in their classes. 80 teacher noted research as the main use, while 50 felt word processing was more frequently used. 20 instructors reported presentations and ten vented frustrations about texting. The most popular response to the question about each individuals immediate technology training needs was using technology to help special needs student make learning gains. Many teachers expressed the desire to leave the scheduled training with the ability to share work created on the SmartBoard on their website. Finally, teachers expressed expectations to acquire skills necessary to integrate the SmartBoard into a lesson when the hardware and software are available to them when training is complete. <br /> Part 4: Analysis of the Learning Task <br /> Part 4a: Learning goal <br />Teachers will use SmartBoards effectively and creatively to enhance lessons, student interest, and student performance.<br /> Part 4b: Task analysis<br />Full size image<br /> Part 4c: Learning objectives<br />Learning Objectives: Large Group Training<br />1) Define what a SmartBoard is.<br />2) Identify the three main hardware components necessary for full integration.<br />3) Explain how to power up each component.<br />4) Explain how to configure SmartBoard so finger can be used as the mouse.<br />5) Explain how to open SmartBoard software. <br />6) Describe the three basic integrations covered in the large group training.<br />6.1 Open and email sent to you containing a saved screen for the instructor. <br />6.2 Describe one advantage of a student interacting with a website on the SmartBoard. <br />6.3 Describe how the digital ink could be useful as video was being played using the SmartBoard as a screen. <br />Learning Objectives: Small Group Breakout Session<br />1) Show ability to power up each component.<br />2) Show ability to configure SmartBoard so finger can be used as the mouse.<br />3) Demonstrate how to write on the board and save the screen digitally. <br />3.1 Email this file to another trainee in your group<br />4) Demonstrate how to use the SmartBoard as a interactive touch screen with educational websites. <br />5) Experiment with interactive websites that can be used to enhance student motivation and attitudes about SmartBoard integration into lessons. <br /> Part 5: Learning Assessment<br />The first type of assessment for this training will formative evaluation. During the large group training, trainees will be asked to answer questions related to the learning objectives. They will also be asked to describe perform skills that are covered during the opening portion of the training. The rationale for this assessment is that it is informal and simple to conduct in a very large group. It can be done while the instructor circulates around to the many stations. <br />The second assessment will occur near the end of the small group portion of the training. The trainees will have to demonstrate the ability to meet leaning objectives as laid out in a rubric. Peers will assess each other using this rubric as a common standard. This assessment draws a conclusion whether or not the trainee is ready to apply the new skills presented or if retraining is required before the learning goal can be reached. <br />SmartBoard Skills<br />CATEGORY Objective # Fully Operational Operational Needs Retraining Define what a SmartBoard is Large Group 1 states interactive nature and 3 features states interactive nature and 2 features doesn't relay how interactive and powerful this tool is. Identify the three main hardware components necessary for full integration LG 2 knows board, computer and projector n/a doesn't know the components Explain how to power up each component LG 3 states location of power button for each component and visual signal that indicate power n/a doesn't know where power buttons are on components Explain how to configure SmartBoard so finger can be used as the mouse LG 4 states what software to open and touching spots on the grid n/a cannot describe process Explain how to open SmartBoard software LG 5 states double click the icon on the desktop n/a cannot describe process Describe the three basic integrations covered in the large group training LG 6 Mentions touch screen, saving notes and distributing electronically, and video mentions 2 mentions 1 Show ability to power up each component Small Group 1 Everything turns on n/a something doesn't turn on <br />Show ability to configure SmartBoard so finger can be used as the mouse SG 2 selects software icon, follows directions to touch grid, finger is now mouse needs little help from peers to accomplish cannot accomplish Demonstrate how to write on the board and save the screen digitally SG 3 makes notes and saves them needs little help from peers to accomplish cannot accomplish Demonstrate how to use the SmartBoard as a interactive touch screen with educational websites SG 4 when a website is displayed, trainee can navigate it with finger as mouse needs little help from peers to accomplish cannot accomplish Experiment with interactive websites that can be used to enhance student motivation and attitudes about SmartBoard integration into lessonsSG 5has fun at a website students would enjoy! http://www.paulysplayhouse.com/paulys_playhouse/lab_games/franky.html needs little help from peers to accomplish cannot accomplish <br /> <br />References<br />Smith, P. L., & Ragan, T. J. (2005). Instructional Design 3rd Edition. Hoboken: John Wiley and Sons.<br />Abstract<br />Top of Form<br />Washington County Tech Learner Analysis Survey<br />Exit this survey <br />1. Default Section<br /> <br />1. I spend some time each workday on the computer.<br />I spend some time each workday on the computer. Strongly AgreeAgreeDisagreeStrongly DisagreeN/A<br />2. I spend a lot of time on my computer at home.<br />I spend a lot of time on my computer at home. Strongly AgreeAgreeDisagreeStrongly DisagreeN/A<br />3. Do you use online streaming in your classroom?<br />Do you use online streaming in your classroom? YesNoI would if I knew how and had the optionI don't know what that is!<br />4. How many times a month do you use powerpoint in a lesson?<br />How many times a month do you use powerpoint in a lesson? None1-22-34+<br />5. Have you ever been trained to use a smartboard?<br />Have you ever been trained to use a smartboard? YesNoI have but have never had one availableI Don't know what that is!<br />6. What ways are students using technology in your class?<br />What ways are students using technology in your class? ResearchWord processingPresentationsTexting...lol<br />*<br />7. My immediate technology training needs are:<br />My immediate technology training needs are: <br />*<br />8. I would like to learn the following in this staff development:<br />I would like to learn the following in this staff development: <br />*<br />9. What are your expectations for educational technology usage in Washington County during the next 3-5 years?<br />What are your expectations for educational technology usage in Washington County during the next 3-5 years?<br />10. I try to keep up with Technology Education Stadards<br />I try to keep up with Technology Education Stadards AlwaysSometimesWhen I canDidn't know there were any!<br /> <br />Survey Powered by:<br />SurveyMonkey<br />quot;
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