Rose M. Martin-Turnage Diffusion and Integration of Educational Technology (EDUC ) Dr. Robert Hancock Walden University

 To raise the level of achievement of student engagement in the classroom.  Increase motivation of students in the classroom while promoting enthusiasm.  To appeal to many different learning styles including those with hearing and visual impairments.

 Notes taken on interactive whiteboards can play a pivotal role in student review processes.  Increase student attendance.  3. Educators can design their lessons around interactive whiteboards.  Interactive whiteboards can increase overall productivity.

 Two-Thirds of teachers believe that the interactive whiteboard offers strategies for teachers to develop interactive teaching.  One-Third of pupils from all ability groups are now more willing to take part in lessons.  Teaching is more visual and learning more interactive and in turn encourages greater participation, improvement in motivation and concentration.

1. Interactive whiteboards have become a must have in the classroom. 2. Companies such as Smart-Technology and Promethean are in competition with one another to provide boards, software and online resources that will meet the need of lessons taught in all discipline areas.

 The idea of an interactive whiteboard was not adopted between  From the interactive whiteboard became a classroom sensation.  From 2008 until present, the graph shows that the Interactive Whiteboard has become an effective teaching and learning tool in the classroom.

Innovators, Adopters, Laggards 1. Administrators and educators who participate in technology conferences are more inclined to introduce new technologies that will help raise student achievement levels. 2. Teachers who have been in the classroom for less than 10 years are more motivated to use interactive whiteboards to deliver instruction. 3. Those educators who have been in the field of education for over 20 years are less likely to embrace new technology and implement it in the classroom right of way.

Innovators, Adopters, Laggards continued  Trialability and observability will help motivate laggards to become more comfortable with using interactive whiteboards.  Students assigned to projects are able to encourage laggards to implement technology into teaching in learning through their various demonstrations.  Team teaching with older and younger teachers can help implement more technology usage in the classroom.  Encouraging laggards to attend more technology conferences will encourage laggards to become adopters in the using technology in teaching and learning in the classroom.

 Integrating interactive whiteboards into the classroom for our school will be done with a decentralized approach.  Core subject teachers will work in teams with their departments.  Each department will be responsible for developing lesson plans and activities that correlate with interactive whiteboard usage.

1.The key change agents within my organization will include the administrative team, curriculum team, and select students. 2. The seven roles of change agents within my organization will help promote academic growth among students and promote growth among faculty, staff and teachers all working together for the common goal of raising student achievement and helping them to become successful in life once they leave the classroom.

 Interactive whiteboards have already become a new way of teaching and integrating technology into the classroom.  Teachers, students and administrators have embraced this new technology because of the various resources that meet the criteria for the curriculum and help students to master the concepts necessary to pass the standards of learning needed to advance to the next grade level.

Who are the champions of the interactive whiteboard? In our school we believe that administrators, teachers and students are all champions. When our administrators first were introduced to the interactive whiteboard while visiting other urban school districts who were able to turn failing schools around through the use of technology, they were eager to share these innovations with the faculty and staff.

 Administrators introduced teachers to interactive whiteboards through the use of presenters.  Lottery numbers drawn to determine which teachers would be the experimental group for using the interactive whiteboards in their classroom.  Control group consisted of teachers that did not have access to interactive whiteboards.

1.Two Science classes were used in a one month study to determine the effectiveness of the interactive whiteboards in the classroom. 2. Chemistry was the control group and Physics represented the experimental group. 3. At the completion of the study, it was determined that the experimental group out performed the control group in terms of an increase in student achievement.

 Students who had the opportunity to experiment with the interactive whiteboards stated that this innovation helped to bring more meaningful learning into the classroom.  Students who were subjected to the traditional way of teaching and learning were not as motivated to learn the material.

 The chemistry teachers who represented the control group reported that student attendance was down, homework assignments were incomplete and test scores were down.  The physics teachers representing the experimental group reported an increase in student participation, attendance, as well as test scores.

Teach students to learn in the traditional way, they will learn the material for a day… Teach students to learn using interactive whiteboards, they will learn for a lifetime….

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