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Adopting a SMART Board

One teacher's journey to adopt, examined based on five perceived attributes of innovations.

Antionette Bedessie

on 1 October 2012

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Transcript of Adopting a SMART Board

Trialability, Relative Advantage, Compatibility, Complexity, & Observability Adopting an Interactive White Board Meet Charlie a teacher's journey to adoption Charlie is instructed that his school will place Interactive Whiteboards in the classrooms. MARCH 2010 A refresher course is offered
after the initial trial period January 2011 The IWBs get an upgrade March 2012 with a little support (another factor that affects adoption)from the IT department, Charlie begins to learn and use the IWB in his instruction Support A little bit about Charlie Zodiac Sign: Cancer 45 years of age has taught Math for 25 years is a middle school math teacher
& math specialist is pursuing his PHD in educational leadership Antionette Bedessie
EDTC 5637 "This is what's happening... and you're going to love it!" Why wouldn't you?! It does all of these amazing things
..... and will be great for your class! but Charlie wasn't so sure... he had never
used an interactive white board before an interactive wa wa...?

...........we'll see Summer 2010 The Whiteboards are placed in Math and Science classrooms only August 2010 Training Sessions are offered Charlie volunteered for 2 out of 3 training sessions after 2 sessions, he felt like he had the basics down, and was ready to use what he learned in his class. Like other teachers in a study by Nabeel Al-Qirim

Charlie perceived that the following would be an advantage to using the IWB:

The screen was touchable & interactive

It would be easier to project presentations

He could easily show content from the internet Students would be more engaged Charlie did not like that his whiteboard was placed directly in front of his white marker board, a very important part of his teaching methods. This is was not compatible with his regular classroom activities Charlie perceived that there was adequate time in the training sessions to try out basic skills on the IWB But he did like that he no longer had
to pull down the screen in order to
use a projector Charlie noticed that students paid more attention
when he projected things onto the IWB Like teachers in the Al-Qirim study
He felt the expectation to use the IWB at least
part of the time in class, since he had to report student
adaptability toward technology The district pride themselves on being
cutting edge, and using the IWB
fit with that goal Charlie, and most teachers who do not have a lot of time to dedicate to learning new technologies, continued to use only the basic skills he learned with the IWB He and the Music teacher in his school noticed
that the IWB worked great for visual learners I'm sure there are a few
things I have forgotten
how to do.... Charlie comes away from the
training session with new excitement
about the additional things he learned to do on the IWB He begins to use flip charts Video & voice recordings in his lessons He got creative..... I have to figure this out again?! The changes in basic functions lead to a high level of complexity in
using the IWB Charlie is overwhelmed by the quick changes that occur with technology.... ...this is a common experience among teachers it's so hard to keep up Even though he mostly sticks to basic tools he learned about References: Al-Qirim, N. (2011). Determinants of Interactive White
Board Success in Teaching in Higher Education Institutions. Computers & Education, 56(3), 827-838.

Eric Baker (personal communication, September 28, 2012)

McNamara-Cabral, M. (2012). Idea Bank: How a
Smart Board Changed My Teaching. Music Educators Journal, 98(3), 26-27.

Sellbom, M., & Butler, D.L. (2002). Barriers to adopting
Technology: for Teaching and Learning. EDUCause Quaterly. Retrieved September 23, 2012 from http://net.educause.edu/ir/library/pdf /eqm0223.pdf
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