RUNNING HEAD: Integrating SmartBoard into Your Lessons
1
Integrating SmartBoard into Your Lessons
Teacher WorkshopInstructional Design Project # 1
Joshua A. Worsham
Boise State University
Author Note
Joshua Worsham, Graduate Student, Department of Educational Technology, Boise State University.
Integrating SmartBoard into Your Lessons
2
Part 1 Background (TOPIC) and ID Model 3
Background (Part 1A) 3
Instructional Design Model (Part 1B) 4
Part 2 Analysis of the Learning Context 5
Part 3 Analysis of the Learners 6
Plan and Rationale 6
Survey Link: 6
Summary of Responses and Learner Needs 6
Part 4 Analysis of the Learning Task 9
Learning Goals 9
Task Analysis 9
Learning Tasks and Objectives 9
Visual Diagram of Task Analysis 9
Part 5 Assessment of The Learning 11
Rubric 11
References 13
Appendix 13
Learner Analysis Survey 13
Task Analysis Diagram 16
Integrating SmartBoard into Your Lessons
3 Part 1: Background & ID Model
Part 1a: Background
This project was created for the SC School District of Washington County to prepare and
train teachers (hereafter, referred to as trainees) for integration of SmartBoards into their lessons,
in turn, increasing interest, motivation and learning of students. One of the schools in the district
will serve as the training facility. The in-service training will take place in two different areas of
the host school. Because of the need to train 160 teachers, there will be two separate trainings
scheduled. Each training will be broken into one hour and fifteen minute sessions, with a 30
minute break between them. The first portion of training contains a large group of 80 trainees,
paired at 40 personal computers in a computer lab with broadband access. At the front of this lab
is a Smartboard complete with ceiling mounted projector and a laptop for the instructor. In this
session, trainees with learn how to connect and configure necessary elements of the Smartboard.
Then, three basic functions of the Smartboard will be demonstrated to the trainees. The second
portion of the training will take place in 10 classrooms where Smartboards are installed,
complete with mounted projectors and accompanying laptops. Groups of eight teachers with
heterogeneous experience levels will have a chance for hands on learning, applying what they
learned in the large group session. The ten teachers with the most experience using Smartboards
or similar technology will be asked to divide and each moderate a group of their peers.
Integrating SmartBoard into Your Lessons
4
Part 1b: ID Model Rationale
Gustafson and Branch (2002) describe Gerlach and Ely as a model clearly for the
use of teachers who normally act as designers and delivers of instruction.
http://edutechwiki.unige.ch/en/Gerlach_and_Ely_design_model
One concluded that this project called for a design that once delivered, will be
taught by teachers to other teachers. One notes that a teacher friendly design of
this in-service training is necessary for the desired result of improving student
learning gains by way of implementation of SmartBoards into lessons. This model
also allows for constant reflection based on evaluation of performance and analysis
of feedback. Incredibly, the county owns many of the expensive SmartBoards,
including licenses for software.
Integrating SmartBoard into Your Lessons
5 Part 2: Analysis of the Learning Context
Since the Washington County School District has already determined the need for
training, the first stage of the learning context analysis is to evaluate the data provided by the
county. The rationale for this is why create a survey or other instruments before studying data
that is already available. They were able to provide some basic information about the site where
the in service will be held including: the host school for Washington county was built in 2006
and has 15 classrooms where Smartboards are fully capable of integration. It also contains a
computer lab with 20, two computer stations, complete with broadband access. At the front of
this lab is a Smartboard complete with ceiling mounted projector and laptop for the instructor. It
is also known that there will be 160 trainees, who's technological experience ranges from
beginner to expert. All of the trainees speak English fluently. The county has also stated that the
training will be delivered in a face to face format. This must be done in no less than one hour and
no longer than three hours. Finally, the superintendent is requiring follow-up activities to support
the skills learned in the training.
Next, a visit to the site would be preferred if distance allows. Having a knowledgeable
host, such as the county or school's technology coordinator act as a guide would maximize the
effectiveness of this visit. When this step is not possible, interviews must be conducted. The
principal and technology coordinator would be targeted first. Questions that should be asked
could include: socio-economic and cultural make up of the area, any limitations of the site such
as access for disabled trainees, broken hardware, malfunctioning software, environmental factors
such as temperature control, etc. The more information that is gained at this stage, the better
designers can customize the training to motivate and be retained by the trainees. Follow up
Integrating SmartBoard into Your Lessons
6activities will include peer observation of lessons involving SmartBoard and teaching lessons to
students involving the skills of SmartBoard use.
Part 3: Analysis of the Learners
Part 3a: Analysis plan
The plan of this learner analysis is to find out important background information about
the trainees (target audience) through the use of an online survey, sent out through email to each
participant. The main objective is to find out the access to technology, comfort level, prior
experience level, and entry level skills of the trainees.The rationale for this analysis is to avoid
misinformation and perceptions about the learners. Failure to do a thorough analysis at this stage
could lead to failure during the training. The results of this survey will be broken down into data
that can be used to tailor the instruction that will be delivered to the trainers. This data should
include stable similarities and differences, as well as changing similarities and differences. It will
be important to note that even if teachers reported not having access to a computer in the
classroom or at home, some SmartBoards are portable and can be used with a laptop and portable
projector. Therefore, this training could still be worthwhile for them.
Part 3b: Analysis survey
Survey Link
Part 3c: Report of “data”
After receiving the survey data back from each of the 160 teachers scheduled from
training, one organized the results into this report and added graphs to represent certain statistics.
145 of the teachers reported spending some time on the computer during the day at work. Only
Integrating SmartBoard into Your Lessons
715 reported little to no computer use. Over 150 teachers reportedly spend significant time on
their home computer. Only two teachers reported not having a computer at home. When asked if
streaming video was used in their classrooms, 70 teachers replied yes, while 70 said no. 17
teacher would use it, but have no access and three did not know what streaming video was. The
pie graph below (figure 1) show the amount of teachers who have trained at some other time
using a SmartBoard. The bar graph (figure 2) documents the teacher PowerPoint usage each
month in their classroom.
20
100
32 8
Previous SmartBoard Training
YesNoYes but no SmartBoard was availableNever heard of it
Figure 1
Integrating SmartBoard into Your Lessons
8
5 or more lessons
3 to 4 1 to 2 zero0
10
20
30
40
50
60
70
80
90
Teachers Using Pow-erPoint lessons Monthly
Figure 2
Teachers also reported the different ways students are using technology in their classes. 80
teacher noted research as the main use, while 50 felt word processing was more frequently used.
20 instructors reported presentations and ten vented frustrations about texting. The most popular
response to the question about each individuals immediate technology training needs was using
technology to help special needs student make learning gains. Many teachers expressed the
desire to leave the scheduled training with the ability to share work created on the SmartBoard
on their website. Finally, teachers expressed expectations to acquire skills necessary to integrate
the SmartBoard into a lesson when the hardware and software are available to them when
training is complete.
Integrating SmartBoard into Your Lessons
9 Part 4: Analysis of the Learning Task
Part 4a: Learning goal
Teachers will use SmartBoards effectively and creatively to enhance lessons, student interest, and student performance.
Part 4b: Task analysis
Full size image
Part 4c: Learning objectives
Learning Objectives: Large Group Training
1) Define what a SmartBoard is.
2) Identify the three main hardware components necessary for full integration.
3) Explain how to power up each component.
4) Explain how to configure SmartBoard so finger can be used as the mouse.
5) Explain how to open SmartBoard software.
Integrating SmartBoard into Your Lessons
106) Describe the three basic integrations covered in the large group training.
6.1 Open and email sent to you containing a saved screen for the instructor.
6.2 Describe one advantage of a student interacting with a website on the SmartBoard.
6.3 Describe how the digital ink could be useful as video was being played using the SmartBoard as a screen.
Learning Objectives: Small Group Breakout Session
1) Show ability to power up each component.
2) Show ability to configure SmartBoard so finger can be used as the mouse.
3) Demonstrate how to write on the board and save the screen digitally.
3.1 Email this file to another trainee in your group
4) Demonstrate how to use the SmartBoard as a interactive touch screen with educational websites.
5) Experiment with interactive websites that can be used to enhance student motivation and attitudes about SmartBoard integration into lessons.
Integrating SmartBoard into Your Lessons
11 Part 5: Learning Assessment
The first type of assessment for this training will formative evaluation. During the large group
training, trainees will be asked to answer questions related to the learning objectives. They will also be
asked to describe perform skills that are covered during the opening portion of the training. The rationale
for this assessment is that it is informal and simple to conduct in a very large group. It can be done while
the instructor circulates around to the many stations.
The second assessment will occur near the end of the small group portion of the training. The
trainees will have to demonstrate the ability to meet leaning objectives as laid out in a rubric. Peers will
assess each other using this rubric as a common standard. This assessment draws a conclusion whether or
not the trainee is ready to apply the new skills presented or if retraining is required before the learning
goal can be reached.
SmartBoard Skills
CATEGORY Objective # Fully Operational Operational Needs Retraining
Define what a SmartBoard is
Large Group 1
states interactive nature and 3 features states interactive nature and 2 features
doesn't relay how interactive and powerful this tool is.
Identify the three main hardware components necessary for full integration
LG 2 knows board, computer and projector n/a doesn't know the components
Explain how to power up each component
LG 3 states location of power button for each component and visual signal that indicate power
n/a doesn't know where power buttons are on components
Integrating SmartBoard into Your Lessons
12Explain how to configure SmartBoard so finger can be used as the mouse
LG 4 states what software to open and touching spots on the grid
n/a cannot describe process
Explain how to open SmartBoard software
LG 5 states double click the icon on the desktop n/a cannot describe process
Describe the three basic integrations covered in the large group training
LG 6 Mentions touch screen, saving notes and distributing electronically, and video
mentions 2 mentions 1
Show ability to power up each component
Small Group 1
Everything turns on n/a something doesn't turn on
Show ability to configure SmartBoard so finger can be used as the mouse
SG 2 selects software icon, follows directions to touch grid, finger is now mouse
needs little help from peers to accomplish
cannot accomplish
Demonstrate how to write on the board and save the screen digitally
SG 3 makes notes and saves them needs little help from peers to accomplish
cannot accomplish
Demonstrate how to use the SmartBoard as a interactive touch screen with educational websites
SG 4 when a website is displayed, trainee can navigate it with finger as mouse
needs little help from peers to accomplish
cannot accomplish
Experiment with interactive websites that can be used to enhance student motivation and attitudes about SmartBoard
SG 5 has fun at a website students would enjoy!
http://www.paulysplayhouse.com/paulys_playhouse/lab_games/franky.html
needs little help from peers to accomplish
cannot accomplish
Integrating SmartBoard into Your Lessons
13integration into lessons
References
Smith, P. L., & Ragan, T. J. (2005). Instructional Design 3rd Edition. Hoboken: John Wiley and Sons.
Abstract
Washington County Tech Learner Analysis Survey
Exit this survey
1. Default Section
1. I spend some time each workday on the computer.
I spend some time each workday on the computer. Strongly Agree
Agree
Disagree
Strongly Disagree
N/A
2. I spend a lot of time on my computer at home.
I spend a lot of time on my computer at home. Strongly Agree
Agree
Disagree
Strongly Disagree
Integrating SmartBoard into Your Lessons
14
N/A
3. Do you use online streaming in your classroom?
Do you use online streaming in your classroom? Yes
No I would if I knew how and had the option
I don't know what that is!
4. How many times a month do you use powerpoint in a lesson?
How many times a month do you use powerpoint in a lesson? None
1-2
2-3
4+
5. Have you ever been trained to use a smartboard?
Have you ever been trained to use a smartboard? Yes
No
I have but have never had one available
I Don't know what that is!
6. What ways are students using technology in your class?
What ways are students using technology in your class? Research
Word processing
Presentations
Texting...lol
*
7. My immediate technology training needs are:
Integrating SmartBoard into Your Lessons
15My immediate technology training needs are:
*
8. I would like to learn the following in this staff development:
I would like to learn the following in this staff development:
*
9. What are your expectations for educational technology usage in Washington County during the next 3-5 years?
What are your expectations for educational technology usage in Washington County during the next 3-5 years?
10. I try to keep up with Technology Education Stadards
I try to keep up with Technology Education Stadards Always
Sometimes
When I can
Didn't know there were any!
Survey Powered by:
SurveyMonkey
"Surveys Made Simple."
Done
upMJqVrQZ_2f6G E6uK1MhOcpBUy WW2hotvE2tENso E6uK1MhOcpBUy
GNmp39OQvO3ts IJk7iyd1PEi0qlGl_ ODcW6aU5erU1w a5ODuvAv73Cxk
Integrating SmartBoard into Your Lessons
16