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