What are the concerns that new SmartBoard users have following the Introduction the the SmartBoard Workshop

Action Research:
URL: http://tinyurl.com/action-research-smartboard for this document
Research Question:
The purpose of this study is explore the concerns that new SmartBoard users have following the Introduction to the SmartBoard workshops.

The Thames Valley District School Board has been involved in an systemic change project focused on instruction for the last five years. The rational for this study is to impact student learning – with a focus on literacy. This year, in year six, a group of teachers were nominated to be involved in the action research to inquire into their classroom use of different aspects of the project. As part of that we were provided with five days from November to February to plan and share our planning. Tangentially, our school has focused on how this....our students
Rationale
Lessons that effectively integrate the interactiveness of the smartboard in various classroom applications can be a very challenging for a new smartboard user. For example, the SmartBoard software is the key to enabling teachers to create situations to engage students in situations that are more difficult in more traditional tools. Even though the effective use of all the features of the Notebook software can be challenging and formative task when first introduced to the software. Teachers express concerns about the learning curve of using the smartboard, the software, lesson design incorporating the smartboard and classroom management. This research project will look at the concerns that teachers raise so that they can be addressed in follow-up workshops.
Background
Thames Valley District School Board has been purchasing interactive whiteboards for over 10 years. Over the last 5 years we have gone from a few dozen Interactive Whiteboards to over 1,300 SmartBoard in classrooms across the valley. More smartboards are being ordered every month. Introduction to the SmartBoard workshops are being run during school time, after school and on weekends. The sessions fill up quickly by teachers who are getting a SmartBoard in their classroom, have a SmartBoard in their classroom, want a Smartboard in their classroom or are an occasionally teacher who wants to be able to use a smartboard in a classroom when they are called to supply in a classroom with a smartboard.
TVDSB has run a SmartBoard Conference with over 300 teachers attending on a Saturday in April. Teachers have also attended a SmartBoard Conference run by Smart Tech at Appleby College in Feb and April. Thames Valley teachers made up the large percentage of the teachers attending. In the past we have run Introductory workshops for teachers with Intermediate and Advanced workshops occasionally being offered during the Summer Institutes and school year.
I have been an educator for over 32 years and a Learning Coordinator for five years. My involvement in training teachers has been over the last 5 years. Over 100 smartboard workshops have been run by me across Thames Valley and at conferences in London, Waterloo, Toronto, Michigan, Texas and in Washington. The current workshops were designed using in the classroom Action Research from 2007- 2008 conducted by me. The focus was to look at how do we start to get teachers interested in using the smartboard.
This research project will inquire into teacher concerns related to the use of the smartboard and their professional development with this tool. I will use the CBAM model ( Concerns-Based Adoption Model), Technology Matrix and the How are they using the SmartBoard Matrix that I have developed. See the resources below.* As teachers move from non-users to orientation to preparation, mechanical, routine, refined, integrative and finally refocusing their concerns change. Their concerns need to be addressed. This research project will look at the different levels of concern as they move upwards from the non user status with no concerns, awareness, information, personal, impact on students and then to collaborative. What are the teachers concerns as they move through the different levels of growth and learning.?

This project will follow a number of teachers who are new to the smartboard and how teacher in-service and post -in-service help teacher's growth. Teachers who attend the Introduction to The SmartBoard Part A and Part B will be invited to be involved.
Methodology
The methodology section is divided into sections:
Data Collection:
Step One
Conducting Introduction to the SmartBoard Part A and B
Step Two
Teachers are invited to complete the survey that looks at the concerns that teachers have raised related to:
Rate ability pre and post workshop(knowledge, use of functions, etc.)

Outstanding knowledge and/or learning gaps

What supports, information, training would they like to receive

How they plan to use the SmartBoard in their classroom

How they will evaluate impact of SmartBoard on students

What observations/findings do they have regarding SmartBoard use in the classroom

Step Three
Collect the feedback
Anaylize the data
Design the Followup Workshop "Beyond the Basic Workshop"
Design the follow-up feedback survey
Step Four
Conduct the Follow-up workshops dsigned arounbd teachers concerns.
The Process: Collection of Data

STAGES

Conduct Introduction workshops

Complete Feedback questionnaire

Look at the concerns raised by the teachers to from the survey.

On workshop topics

On their learning

Rate ability pre and post workshop(knowledge, use of functions, etc.)

Outstanding knowledge and/or learning gaps

What supports, information, training would they like to receive


How they plan to use the SmartBoard in their classroom

How they will evaluate impact of SmartBoard on students

What observations/findings do they have regarding SmartBoard use in the classroom

Conduct on site review

Collect observational data from teachers (impact of SmartBoad on students)

Determine outstanding learning needs

Action Research: Teacher In-Service M...

Action Research:

 

URL: http://tinyurl.com/action-research-smartboard for this document

Topic: Teacher In-Service Model and the impact on Student Engagement

The Thames Valley District School Board has been involved in an systemic change project focused on instruction for the last  five years. The rational for this study is to impact student learning – with a focus on literacy. This year, in year six, a group of teachers were nominated to be involved in the action research to inquire into their classroom use of different aspects of the project. As part of that we were provided with five days from November to February to plan and share our planning. Tangentially, our school has focused on how this....our students

 

Research Question:

 The purpose of this study is explore the concerns that new teachers to using the SmartBoard have following the Introduction to the SmartBoard workshop.  

 

Rationale

The effectiveness of teachers integration of the smartboard as a teaching tool can have a impact on how students learn and retain information. A teacher's ability to effectively design lesson plans that effectively integrate the interactiveness of the smartboard in various classroom applications can impacts student engagement. The SmartBoard software is the key to enabling teachers to create situations to engage students in situations that are more difficult in more traditional tools. The effective use of all the features of the Notebook software can be challenging and formative task when first introduced to the software. Teachers express concerns about the learning curve of using the smartboard, the software, lesson design incorporating the smartboard and classroom management.

 

Background

Thames Valley District School Board has been purchasing interactive whiteboards for over 10 years. Over the last 5 years we have gone from a few dozen Interactive Whiteboards to over 1,300 SmartBoard in classrooms across the valley. More smartboards are being ordered every month. Introduction to the SmartBoard workshops are being run during school time, after school and on weekends. The sessions fill up quickly by teachers who are getting a SmartBoard in their classroom, have a SmartBoard in their classroom, want a Smartboard in their classroom or are an occasionally teacher who wants to be able to use a smartboard in a classroom when they are called to supply in a classroom with a smartboard.

 

TVDSB has run a SmartBoard Conference with over 300 teachers attending on a Saturday in April. Teachers have also attended a SmartBoard Conference run by Smart Tech at Appleby College in Feb and April. Thames Valley teachers made up the large percentage of the teachers attending. In the past we have run Introductory workshops for teachers with Intermediate and Advanced workshops occasionally being offered during the Summer Institutes and school year.

 

This research project will look at teachers concerns related to the use of the smartboard and their professional development with this tool.  I will use the CBAM model ( Concerns-Based Adoption Model), Technology Matrix and the How are they using the SmartBoard Matrix that I have developed. See the resources below.* As teachers move from non-users to orientation to preparation, mechanical, routine, refined, integrative and finally refocusing their concerns change. Their concerns need to be addressed. This research project will look at the different levels of concern as they move upwards from the non user status with no concerns, awareness, information, personal, impact on students and then to collaborative. What are the teachers concerns as they move through the different levels of growth and learning.?

This project will follow a number of teachers who are new to the smartboard and how teacher in-service and post -in-service help teacher's growth.  Teachers who attend the Introduction to The SmartBoard Part A and Part B will be asked to be involved. Two schools Eagle Heights and Masonville PS will be followed more closely.  Data on a few classes  will be collected. 

Andrea's Grade ½ class is part of a large primary division at Eagle Heights Public School in London, Ontario. There are over 500 students at the school, 65% of the student body have come to our school from another country or speak another primary language at home, creating a diverse culture around the school. My class is made up of 10 boys and 8 girls. 10 of the students fall under the qualifications of ESL and 2 of the students have special needs. The parent community is very supportive of the work that is done at the school. Many of our parents are completing degrees, teaching or working at the University
of Western Ontario.

 

Strategies: Mentoring teachers and help teachers develop a professional learning community

Survey: http://www.tvdsb.on.ca/currcomptech/SelectSurveyASPAdvanced/TakeSurvey.asp?SurveyID=90L8o42M7o61G

 

Development: lesson creation and development

 

Student Engagement: how are students using the smartboard, how are teachers teaching with the SmartBoard

Evaluation: reflective / annotative comments from students and teachers, Google Doc that teachers and students have access to

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Research Articles

Bloom's Taxonomy and Technology: http://www.openeducation.net/2008/04/11/blooms-taxonomy-and-the-digital-world/#more-209

Technology Integration Matrix http://fcit.usf.edu/matrix/download/indicators.pdf

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	Stages of Concern for Teachers using Technology
Priority One	Setting up / Connecting the technology
	Making the technology work / trouble shooting
	Finding resources / Lesson plans / Activities
	Managing the technology in the classroom
	Enriching the classroom learning environment with the technology
	Making the classroom learning environment more engaging for students
	Expanding or applying what has been learned in a new way
	Increasing personal productivity
	Instructional Design of the lessons

 

Starting Point for the above list:http://www.kent.k12.wa.us/KSD/it/inst_tech/ProfDevelopment/prof_dev_matrix.html

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SmartBoard Basics http://tinyurl.com/smart101

      

Menus	Side Tabs	Page Sorter
Objects and their properties	Handwriting and Text conversion	Fonts and Typed Text and its properties
Spell check	The Gallery	Inserting Images
Camera and Capturing images	Attachments	Smart Notebook Print Capture
The Menu Bar	Floating Tool Bar	Dual Pages and Pinned pages
Lesson Activity Tool Kit	Adding Sound	Adding Video
Screen Shade	Presentation Mode	Spot Light
Hide and Reveal	Pull Tabs	Interactive Resources

 

SmartBoard Resources

Teacher Center's SmartActive Conference

TVDSB Learning Object Repository

Smart Tech's Teacher Hub

 

Technology Integration Matrix - modified for this project

Technology Integration Matrix	Entry: teacher uses technology to deliver content to students	Adoption: the teacher directs students in the conventional use of tool-based software.    	Adaptation:  The teacher encourages adaption of tool-based software by allowing students to select tool and modify its use to accomplish the task at hand	Infusion: the teacher creates a learning environment that infuses the power of the technology tools throughout the day and across the subject areas.	Transformation: The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without the technology
Non-User: Students are using technology	Students use technology occasionally for drill, practice and computer based training	Students learn to use some of the technology software available to them in the classroom or computer lab	Students e selected  technology tools to accomplish specific purposes.	Throughout the school day, students select appropriate technology tools and actively apply them to different tasks	Students have access to online resources, students select and purse topics beyond the limitations of even their school library
Active: Students are actively engaged in using technology as a tool rather than passively receiving information from the technology	Students use technology for drill, practice and computer based training	Students begin to utilize technology tools to create products for class presentations	Students have opportunities to select and modify technology tools to accomplish specific purposes.	Throughout the school day, students are empowered to select appropriate technology tools and actively apply them to the tasks at hand	Given ongoing access to online resources, students actively select and purse topics beyond the limitations of even the best school libraries
Collaboratively: Students use technology tools to collaborate with others rather than working individually where it is possible	Students primarily work alone when using technology	Students have opportunities to utilize collaborative tools, such as email,Google Docs, shared files in conventional ways	Students have opportunities to select and modify technology tools to facilitate collaborative work	Throughout the day and across subject areas, students utilize technology tools to facilitate collaborative learning	Technology enables students o collaborate with peers and experts irrespective of time zone or physical distances
Constructive: Students use technology tools to build understanding rather than simply receive information	Technology is used to deliver information to students	Students have opportunities to utilize constructive tool such as graphic organizers to build upon prior knowledge and construct meaning	Students have opportunities to select and modify technology tools to assist them in construction of understanding	Students utilize technology to make connections and construct understanding across disciplines and throughout the day	Students use technology to construct, share, and publish knowledge to a worldwide audience
Authentic: Students use technology tools to solve real world problems meaningful to them rather than working on artificial assignments	Students use technology to complete activities that are generally unrelated to real world problems	Students have opportunities to apply technology tools to some content-specific-activities that are based on real-world problems	Students have opportunities to select and modify technology tools to solve problems based on real-world issues	Students select appropriate technology tools to complete authentic tasks across disciplines	By means of technology tools, students participate in outside-of-school projects and problem- solving activities that have meaning for the students and the community
Goal Directed: Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completion assignments without reflection.	Students receive directions, guidance, and feedback from technology rather than using technology tools to set goals, plan activities, mentor progress, ore self-evaluate	From time to time, students have the opportunity to use technology to either plan, monitor or evaluate an activity	Students have opportunities to select and modify technology tools to facilitate goal-setting, planning, monitoring and evaluating specific activities	Students use technology tools to set goals, plan activities, monitor progress, and evaluate results throughout the curriculum	Students engage in ongoing meatacognative activities at a level that would be unattainable without the support of technology tools

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Typical Expressions of Concern about Innovation (http://www.nas.edu/rise/backg4a.htm)

Stage of Concern	Expression of Concern
0.Awareness	I am not concerned about it.
1. Informational	I would like to know more about it.
2. Personal	How will it affect me?
3. Management	I seem to be spending all my time getting material ready.
4. Consequential	How is my use affecting learning? How can I refine it to have more impact?
5. Collaborative	How can I relate what I am doing to what others are doing?
6. Refocused	I have some ideas about something that would work even better.

 

Levels of Use of the Innovation: Typical Behaviors

Levels of Use	Behavioral Indicators of Level
0. Non-User	The user has no interest, is taking no action.
1. Orientation	The user is taking the initiative to learn more about the innovation
2. Preparation	The user has definite plans to begin using the innovation
3. Mechanical	The user is making changes to better organize use of the innovation
4a. Routine	The user is making a few or no changes and has an established pattern of use
4b. Refinement	The user is making changes to increase outcomes
5. Integration	The user is making deliberate efforts to coordinate with others in using the innovation
6. Renewal	The user is seeking more effective alternatives to established use of th innovation.

 

copyright 2005 National Academy of Science, 500 Fifth St. N.W. Washington DC 2001

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Phase	How are they using the SMART Board?
Novice SmartBoard User  (Phase 1)	Little Interactive Use: - Teach as if it is a Blackboard or Overhead * Displaying existing resources from documents or web sites. * Using and annotating existing digital resources (eg. drawing on the board) * Using basic features of Notebook to create and display notes * Using the Gallery images to enhance notes. * Engaging students through Socratic lessons (Talking Head) * Teacher centered use of the board * Little interactiveness with the board  * Aware of where to locate resources - WEB sites * Downloading and using Smart Notebook files and lessons without much modification * Saving Smart Notebook files to personal folder   * Instructional Intelligence (teaching skills, strategies and tactics)  and Differentiated Instruction are not evident in the lesson design
Level One Interactive  (Phase 2)	Emerging Interactive Use: - Teachers and Students begin to Interactively use the SmartBoard * Actively search and collect Smart Notebook files and lessons * Increase the modifications to downloaded Smart Notebooks files and lessons to adapt them to the curriculum and the needs of their students. * Creating simple lessons and interactive activities in the Smart Notebook software from scratch or duplicating/ scanning older paper driven activities * Adding frequently used Gallery items to the My Content folder in the Gallery  * Sharing Smart Notebook lessons occasionally with teaching partners and other staff members. * Starting to incorporate web based content (links, digital images via the Camera) into Smart Notebook Lessons * Starting to incorporate flash (animated) objects from the Gallery and Lesson Activity Toolkit into Smart Notebook files and lessons. * Shifting from whole class teacher centered demonstrations to small group or individual student presentations using the SmartBoard  * Students begin to use the Smart Notebook software on computers not attached to the SmartBoard as a learning tool. * Students start to create assignments using the notebook software to be presented on the smartboard * Teachers begin to use Smart Notebooks tools such as dice, timers and spinners to facilitate Cooperative Learning instructional strategies.
Level Two Interactive (Phase 3)	Interactive Use: Students and Teachers * Creating and delivering highly interactive lessons in Notebook format to their classes * Regularly sharing lessons with other teachers in their school * Teachers design lessons and activities that promote higher order thinking skill and incorporate digital images, graphic organizers, etc. * Occasional collaboration on lesson and unit designs. * Teachers increasingly engage students using instructional skills, tactics, strategies and the Smart Board. * Using Differentiated Instruction theory and the Smart board to create a variety of activities within the same lesson that meet a variety of different learning styles and needs * Addresses Multiple Intelligences through the use of current Web 2.0 tools to cater to different learning styles * Developing alternative methods of assessment through differentiated assignments * Using Action Research to inform instruction  * Teachers involve students in the creation of SMART Board resources * Mentoring other teachers  * Teachers are involved in Professional Learning Community * Teachers sharing resources system wide * Students begin to incorporate web links and attachments to the  Smart Notebook files. * Students use the Smart Notebook software to create presentations that demonstrate application of their knowledge.
Exemplary (Phase 4)	Collaborative Use: Students and Teachers * Developing new and innovative content, strategies and templates that can be adapted for any subject (constantly expanding teacher tool kit) * Creating, maintaining and contributing to online professional learning communities * Actively sharing resources * Mentoring and training other users * Speaking, advocating, promoting the use of technology * Sharing results of Action Research  * Self sufficient * Encouraging students to collaboratively use the software to create presentations, activities and assignments.