The impact of formal and informal professional development opportunities on primary teachers' adoption of interactive whiteboards

Lewin, Cathy; Scrimshaw, Peter; Somekh, Bridget; Haldane, Maureen

doi:10.1080/14759390902992592

Cited by 21 publications

(17 citation statements)

References 10 publications

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“…Group A participants were immersed in the professional development experience for a full school year and participated in a variety of seminars, formal and informal learning opportunities with their peers, and structured activities meant to gradually build more sophisticated instructional techniques using the boards. These elements were described in the literature to be efficacy-building features of effective professional development for IWBs (Jones & Vincent, 2010;Lewin, Scrimshaw, Somekh, & Haldane, 2009;Miller & Glover, 2007) and it is likely that their inclusion in the professional development experience were important contributors to this outcome.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Effects of Professional Development for the Interactive Whiteboard on Teachers’ Technology Self-Efficacy

DeSantis

2013

JITE:Research

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Executive SummaryIdentifying means of assisting teachers in integrating technology during their instruction is becoming more important as the rate new technologies enter the classroom accelerates. The primary means of helping in-service teachers employ new technologies in their classrooms is frequently professional development. Unfortunately, professional development offered to many teachers is ineffective. It has been posited that professional development can be made more effective by emphasizing one specific technology for an extended period of time, including opportunities for teachers to learn from each other in localized contexts, and organizing the learning in ways calculated to help teachers build technology self-efficacy (DeSantis, 2012). This paper shares the results of a research project conducted to determine if professional development with these attributes assists teachers with developing the skills required to integrate technology during instruction. This project involved the creation of a professional development program with the characteristics described in the literature as being most effective (Brinkerhoff, 2006;Cantrell & Hughes, 2008;DeSantis, 2012;Doppelt et al., 2009;Walker et al., 2011). This mixed-methods and design-based study identifies changes in technology self-efficacy and technological, pedagogical, and content knowledge among forty-one teachers following their participation in sustained, collaborative, and scaffolded professional development for one rapidlyembraced technology, the interactive whiteboard. The possession of technology self-efficacy assists teachers in adopting new technologies (Brinkerhoff, 2006;Holden & Rada, 2011;Tschannen-Moran & McMaster, 2009;L. Wang, Ertmer, & Newby, 2004). Technological, pedagogical, and content knowledge are indicators of teachers' abilities to utilize educational technologies during instruction (Mishra & Koehler, 2006).The results of this study indicate that teachers who participate in well-designed professional development are likely build technology self-efficacy and technological, pedagogical, and content knowledge. Qualitative analysis of semi-structured participant interviews conducted with a random sample of participants in the study revealed that the professional development program under study was integral in this development. Participants were particularly affected by the opportunities to collaborate embedded within the professional development offering under study during this project. The results from thisMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to r...

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Section: Discussionmentioning

confidence: 99%

Exploring the Effects of Professional Development for the Interactive Whiteboard on Teachers’ Technology Self-Efficacy

DeSantis

2013

JITE:Research

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“…This echoes Glover and Miller's earlier conclusions of 2001 that coaching, personal development and mutually reflective activities are essential to enhancing teacher usage of IWBs and the eventual classroom experience (see also Cutrim Schmid, 2007). Lewin, Scrimshaw, Somekh and Haldane (2009) studied the process used to facilitate the adoption of IWBs in a large number of primary schools in the UK and found that, unlike secondary schools, a 'cascade' approach to professional development was very successful and resulted in effective communities of practice developing within the schools. Hammond et al (2009), in a study exploring the factors leading to successful use of IWBs by student teachers found that access, support for, and modelling of, ICT use in the classroom were key issues and that the belief that ICT could make a positive difference to teaching and learning was also important.…”

Section: Professional Developmentmentioning

confidence: 99%

The interactive whiteboard: A transitional technology supporting diverse teaching practices

Winzenried

Dalgarno

Tinkler

2010

AJET

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This article describes the findings of a qualitative study investigating teacher perspectives on the impact of interactive whiteboards (IWBs) on their classroom teaching practice, using intensive case studies focusing on six primary and secondary teachers from two rural schools. The study found that all teachers were enthusiastic, had seen improvements in student engagement, and were able to develop and evolve their IWB teaching strategies through explicit reflection. However, there was considerable diversity both in the ways in which the IWB was used and in the degree to which teachers changed their classroom teaching practices. Whereas some (Glover and Miller, 2001;Kennewell, 2006) have been critical of IWB adoption without clear pedagogical transformation or without utilisation of all IWB features, we argue that one of the IWB's key benefits is that it can be used initially without requiring a big shift in pedagogy but that it may gradually afford more major pedagogical changes over a longer period of time. These findings are important for the design of professional development in schools because with such a diversity of perceived IWB affordances, effective professional development is more likely to take the form of informal practice sharing than of specific hardware or software training.

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“…A study commissioned in England found that "use of all the bells and whistles" (Lewin et al 2009, 182) was not necessary. Teachers require only a basic level of proficiency in IWB utilities to begin planning interactive IWB instruction (Lewin et al 2009). Introductory technology professional development should "include awareness of what the technology can offer, opportunities to explore technology integration, time to learn the technology, application to teaching, and reflection on teaching" (Howland and Wedman 2004, 241).…”

Section: Introductory Professional Development For the Iwbmentioning

confidence: 99%

Getting the Most From Your Interactive Whiteboard Investment: Three Guiding Principles for Designing Effective Professional Development

DeSantis

2011

The Clearing House: A Journal of Educational Strategies, Issues

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The adoption of interactive whiteboards (IWB) in many schools outpaced the delivery of adequate professional development on their use. Many teachers receive IWBs without adequate training on methods to use the technology to improve their instruction. Consequently, IWBs remain an underutilized resource in many classrooms. Teachers who are given IWBs require purposeful, scaffolded, and sustained professional development to maximize the IWB's potential. This article identifies three promising professional development practices for teaching educators how to use IWBs effectively. The literature describing effective technology professional development suggests it should (1) build efficacy by scaffolding the instruction of new tasks, (2) establish long-term collaborative partnerships among teachers, and (3) include positive supervision that encourages teacher self-reflection and measures student engagement with digital media using the IWB. Professional-development designers can increase the effectiveness of their instruction by incorporating these principles into their training.

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The impact of formal and informal professional development opportunities on primary teachers' adoption of interactive whiteboards

Cited by 21 publications

References 10 publications

Exploring the Effects of Professional Development for the Interactive Whiteboard on Teachers’ Technology Self-Efficacy

Exploring the Effects of Professional Development for the Interactive Whiteboard on Teachers’ Technology Self-Efficacy

The interactive whiteboard: A transitional technology supporting diverse teaching practices

Getting the Most From Your Interactive Whiteboard Investment: Three Guiding Principles for Designing Effective Professional Development

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