Electronic Theses and Dissertations

Identifier

416

Date

2011

Document Type

Dissertation

Degree Name

Doctor of Education

Major

Instr and Curr Leadership

Concentration

Instructional Design and Tech

Committee Chair

Lee Edward Allen

Committee Member

Deborah Lowther

Committee Member

Louis A Franceschini III

Committee Member

Clif Mims

Abstract

The interactive whiteboard (IWB) has become an established component in K-12 classrooms. Although multimedia features are incorporated in interactive whiteboards, research has provided mixed results on teachers' strategic use. This study addressed the following questions: 1) What instructional strategies were observed in a sample of classrooms equipped with IWB technology and how they compared to CREP norms?; 2) How were the interactive whiteboards observed being used in the sample classrooms implementing IWB technology?; and 3) What levels of concern, attitudes, and perceptions did teachers indicate toward IWB implementation and use in the sample classrooms? Strategies used by 19 teachers to implement the affordances of interactive whiteboard technology into thier teaching practices were examined. Levels of teacher concerns towards the implementation of IWB technology were also identified. Multi-class observations were used to capture the overall use of instructional strategies by teachers with interactive whiteboards. Teacher demographics included grade levels, subject areas anda years of teaching experience. Observation and survey methods were used to collect data. The School Observation Measure (SOM), Stages of Concerns Questionnaire (SoCQ), IWBTeacher Activity Observation Tool, and a Teacher Evaluation Survey were used to gather quantitative and qualitative data. Descriptive statistics were calculated for all variables. Raw scores were converted to percentages to develop SoCQ profiles. Results indicated that levels of student engagement were low when compared to normed data. Teachers in initial stages of IWB implementation used direct instruction and acted as coach/facilitator as instructional strategies more often than other strategies. During the initial stages, basic office applications were used more often than the unique affordances of IWB systems. Intensity levels of concerns toward collaboration during the initial stages of IWB adoption were high. In addition, the emergence and resolution of concerns about IWB appear to follow development patterns indicated inprevious research studies.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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