This document discusses the need for improved professional development for teachers on the use of interactive whiteboards (IWBs) in the classroom. It notes that while IWBs are increasingly common, teachers often use them to replace traditional blackboards rather than in innovative, student-centered ways. The document proposes a design-based research study to develop and evaluate extended, hands-on IWB professional development focusing on both technical skills and pedagogical best practices. The goal is to determine if such an approach leads teachers to integrate IWBs in their instruction in more constructivist, student-centered ways that improve learning.
Students are the future, but what's the future for students? To arm them with the relevant, timeless skills for our rapidly changing world, we need to revolutionize what it means to learn.
Students are the future, but what's the future for students? To arm them with the relevant, timeless skills for our rapidly changing world, we need to revolutionize what it means to learn.
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Design Material for Technological Environments in EFL.pptx
Read_PD_IWB
1. Matching Professional development
Efforts to meet the needs of
Interactive Whiteboard users
EDC 385G: ANALYSIS OF RESEARCH IN
INSTRUCTIONAL TECHNOLOGY
DR. MIN LIU
SPRING 2010
MICHELLE READ
THE UNIVERSITY OF TEXAS AT AUSTIN
2. Why?
IWBs are rapidly becoming commonplace in today’s
schools.
Expected 1 million sales this year.
Originally built for business, now predominantly in
education.
UK, US, and Mexico hold 70% of these units globally.
Research coming from
UK, US, Australia, Canada, Germany
3. What is a IWB?
“Interactive Whiteboards, or IWBs, are
systems, which include a touch-screen surface, a
projector and a computer. This triangulation
creates interactivity between the projected image
and computer, so that the computer can be
controlled from the board rather than the lectern or
desk.”
4. Types of IWB
Pre-wired board connected to projector and
computer.
Bar-like device which produces an invisible infrared
grid on any ordinary whiteboard.
Newest types leave out the board and/or device,
producing an invisible infrared directly from the
projector onto ANY flat surface.
5. Who makes them?
Promethean
Smartboard
Mimio
Vizio
Hitachi
Epson
Boxlight
6. Interactivity
Drag/drop objects & text
Control all applications
Capture and print handwritten notes
Annotate over/highlight other documents/Internet
Video and audio record movements
Essentially anything one can do at the computer, can
be done at the board away from behind the lectern.
7. Benefits & drawbacks
Increase student motivation and engagement
Learning through kinesthetic movement
Learn by doing
------------------------
Lack of student interaction
Propensity towards teacher-centered instruction
9. Professional Development
How can we guide teachers towards using the IWB
in a more student-centered, constructivist or socio-
constructivist manner?
PD tends to be:
Static
Finite
short and sweet with no follow-up (time & support)
Focuses on functional how-to of new technologies
A new way of professional development delivery
is needed.
10. Glover & Miller (2007) ICT PD
Describes three types of PD models:
Individualist
Incrementalist
innovatory
interactive culture
* Innovatory methods
with extra time and
support over extended
innovatory
periods of time and a transitory culture
incrementalist
focus on both technical Individualist
features and pedagogical
theory produced more
traditional culture
student-centered
activities around ICT in
general. 0 5 10 15
# of classrooms exhibiting student-centered activities
11. Research Questions
What are best practices associated with the use of
Interactive Whiteboards in the classroom?
What is needed for practitioners to develop their integrative
uses of the IWB that move beyond simple
blackboard/whiteboard replacement?
How can IWB professional development be designed to
meet the needs of today’s classroom teacher in regards to
both technical and pedagogical needs, while providing
structured time and support for practice and development?
Does professional development which specifically includes
both extended time and support in addition to targeted
discussion around pedagogy and technical training, make
an overall difference in how teachers use the IWB in their
classrooms?
13. Method
Design-based research
Attempts to bridge theory and practice
Uses both quantitative and qualitative data for measuring both local
impact & generalizability
Quantitative: surveys
Pre
Post (immediately following, 3 months later, 6 months later)
Qualitative: interviews, focus groups, video-taped observations (pre &
post)
General analysis for guiding change in PD as needed.
Participants are voluntary K12 teachers with regular
access to IWBs.