Interactive whiteboards have become an emergent technology in K-12 education in the United States as well as other countries throughout the world (Johnson & Türel, 2012). There have been studies conducted on the perceived effectiveness of the SMART Board® (Beauchamp & Prakinson, 2005; Brown, 2004; Dolan, 2010; Erduran & Tataroðlu, 2010; Hennessy, Deaney, Ruthven, & Winterbottom, 2007; Johnson & Türel, 2012; Jones, 2004; Manzo, 2010; Marzano & Haystead, 2009; Şad, 2012; Saltan & Arslan, 2009; Schachter, 2011; Smith, Higgins, Wall, & Miller, 2005; Türel, 2011; Wood & Ashfield, 2008). There has also been a study on the correlation between the SMART Board and student achievement (Marzano & Haystead, 2009). The purpose of this qualitative case study was to observe the methods that teachers, who are above proficient with technology, use to integrate the SMART Board® into their daily lessons and interactively engage the students. A descriptive case study was conducted on four different teachers from four different elementary schools in a suburban mid-Atlantic school district in the United States. One teacher from grades second through fifth was observed. The use of multiple-cases helped strengthen the conclusions of the study (Yin, 2009). The data was collected through pre-observation and post-observation interviews with the teachers, a triple-journal written by the researcher, a parent questionnaire, and a student questionnaire. All of this data contributed to the conclusion that these teachers were in fact above proficient users of the SMART Board®, who would fall into Rogers (2003) adopter categories of innovator and early adopter. They also adopted at an appropriation level where they have successfully integrated a new technology into all daily activities (Whitehead, Jensen, & Boschee, 2003). The study found that the SMART Board® was perceived to be effective by the parents, teachers, and students from these schools in this one school district. 92% of the parents who responded to the parent questionnaire noted using a SMART Board® is beneficial to their child's education. All four teachers reflected in the post conference that the SMART Board® helped the students understand the concept of each observed lesson better than had they not used a SMART Board®. 81% of the students responded that they would remember these lessons better because the SMART Board® was used. These four teachers demonstrated skillful pedagogy with integrating the SMART Board® into their daily lessons. They used many different media and many different methods to interactively engage their students with the content. A major question that arose from the research was the definition of interactive. Is physical interaction with the SMART Board® required to cognitively interact with the content of the lesson? / Educational Leadership
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/3235 |
| Date | January 2014 |
| Creators | Manno, Justin F. |
| Contributors | Schifter, Catherine, Shapiro, Joan Poliner, Gross, Steven Jay, Partlow, Michelle Chaplin, 1941-, Caldwell, Corrinne A. |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 148 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/3217, Theses and Dissertations |
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