Interactive Whiteboard Transition: A Case Study

Publication Year:
2012
Usage 2502
Downloads 2330
Abstract Views 172
Repository URL:
http://trace.tennessee.edu/utk_graddiss/1266
Author(s):
Beach, Jason S
Tags:
IWB; Interactive Whiteboards; E.L.I.T.E; Teacher Training; Professional Development; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Instructional Media Design; Other Teacher Education and Professional Development; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Secondary Education and Teaching
thesis / dissertation description
This case study examined the process teachers use when incorporating interactive whiteboards in the classroom and daily curriculum. Participants were drawn from a small group of three elementary and three high school teachers who received an interactive whiteboard, but no formal training. The school system purchased over 300 interactive whiteboards and was not able to adequately train all of the teachers before the beginning of the school year. Findings were compared to relevant models of andragogy, TPACK, and CBAM. The results indicate that a teacher’s prior technological ability aids in the implementation of new technologies in the classroom. The findings also indicate the importance of peer-support and proximity when dealing with technical difficulties. There is an apparent need for a technology-specific adoption model that utilizes the technical experience teachers bring with them when they enter the classroom. The researcher introduces a working model for this process.