Interactive Whiteboards became very popular among P-12 schools in the US. Teacher preparation programs found themselves catching up to the need of equipping preservice teachers in using this technology. This study focuses on the process and outcomes of integrating interactive white boards (IWB) specifically SMART boards in pre-service teacher preparation programs at a private university. A case study approach utilizing a cohort of School of Education (SOE) students assigned for fieldwork at an identified high needs/low resources public elementary school was used. A questionnaire determining baseline technology perceptions, attitudes and skill level was administered at the start and end of the semester. This data was supplemented by focus group discussions to contextualize SOE students’ perceptions, attitudes, confidence and satisfaction levels of using interactive whiteboards in P-12 classrooms. Furthermore, the “Notebook” lessons and field-based teacher observation forms were analyzed to determine connections, relationships, and concerns emerging from interactive whiteboard classroom technology use and learning outcomes among P-12 students. A framework based on the Individualized Inventory for Integrating Instructional Innovations (i5) was refined to help ensure the likelihood of success of technology-based projects in the classroom and identify potential barriers that hinder technology integrating efforts. The framework focuses on the role of teachers (methods and fieldbased teachers), students (SOE students) and contextual factors (training, logistic support, technology infrastructure, etc). Preliminary outcomes of the study will be shared and the framework for technology integration will be discussed for further refinement and usefulness.
Emilia Zarco, Adelphi University, United States
Fayth Vaughn-Shavuo, Adelphi University, United States
Stream: Technology in the Classroom
This paper is part of the ACTC2013 Conference Proceedings (View)
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