Draft+Research+Plan

Draft Research Plan Ron Hickey

** Overview: ** I am interested in looking at the integration of interactive whiteboard/smart-board technology into classrooms. Are IWBs just really giant screens that allow teachers to display teaching materials by connecting a computer to a projector, or can they be truly transformational tools that if used effectively can lead to improved student achievement? Well, I want to know. Specifically, I am interested in how to effectively integrate this technology at Lakeview Fort Oglethorpe High. I want to know how we can best use our new //Mimio// interactive devices in classrooms at my school. I believe that IWBs can become an essential component of teachers' instructional practices and in turn can increase student learning. My goal is to review literature related to the implementation of IWBs in school settings, and focus on the practices of those who have done so with the greatest degree of success as I formulate my research topic which I hope will focus on the issue in my local setting.

How do I categorize or classify my intended direction? Johnson and Christensen (2008) state, "... action research is focused more on local practice and local solutions, it is more participatory, and it is conducted by teachers, administrators, counselors, coaches, and other education professionals trying to solve their very specific problems" (p. 12). In addition, they define qualitative researchers as those who "explore educational issues using qualitative data such as open-ended interviews that provide data based on the participants' perspectives and their actual words" (p. 19). So I suppose my research project will be qualitative action research. Moreover, Huff (2009) advises researches that the direction of the "conversation" meet the following criteria: "Be interesting from your point of view; fit your past training; be compatible with current or desired future employment; provide outlets for presentation and publications that meet your aspirations to communicate with a larger audience" (p. 11). My overall project should fit nicely into my plans to become an administrator involved with career technical education.  (Good opening -- got me interested ).


 * Literature review **

IWBs, interactive whiteboards, are quickly becoming an integral part of the educational landscape. As members of the educational community strive to transform traditional classrooms in which teachers are primarily the focus of students' attention to engaging multisensory interactive learning experiences for students, IWBs can be a key component of that transformation. Kaufman (2009) states, "The capacity of interactive whiteboards to incorporate a wide range of media and produce student-centered activities seems to be the driving force behind their increased popularity in educations institutions (p. 25). Teachers can add substantial depth to the learning environment by integrating the technology into their pedagogical practices because the technology allows them to incorporate music, animation, images, video, graphs, charts, and other interactive digital elements.

Interactive whiteboards function by connecting a computer to a projector. The user can manipulate the computer from a distance by using transmitters or wireless devices. The devices communicate with the computer via a wireless dongle and allow the computer's desktop image to be displayed on a traditional whiteboard or other surface. In order to maximize the effectiveness of IWBs as part of instructional practices, an understanding of the technology and how it impacts pedagogy becomes necessary.  (How? ).

Students seem increasingly comfortable with using technology for learning, and IWBs can reinforce their learning by creating some degree of excitement as part of the learning experience. Hall, Higgins, and Smith (2005) state, "The way in which information is presented, through colour and movement in particular, is seen by the pupils to be motivating and reinforces concentration and attention" (p. 866). In addition to motivating students and creating excitement for learning, IWBs also have an impact on teachers from a pedagogical perspective. Lewin, Somekh, and Steadman (2008) state, "One example of an improvement on an already established practice is the use of the IWB to facilitate a co-learner style of teaching, where teacher and pupils ('we') work together rather than adopting more formal roles as teacher and learner" ( p. 298).

Even though teachers have been shifting away from the traditional classroom design where they were often the focal point of instruction, frequently relying on lecture, overhead projectors, and chalk or marker boards for years, IWBs have both accelerated the transformation and reshaping of teacher practices from a larger perspective. In regards to these changes, as part of their (Who?) study involving 2000 students and their assessment of IWBs on students' achievement, attendance, and behavior, and IWBs impact on instruction, Lewin, Someky, and Steadman, (2008) state, "The first of these comes about precisely because of the way in which the use of structured lesson plans, with associated choices of resources, can now be stored in computer memory, accessible at any time from the IWB" (p. 299). Other researchers have found even more specific changes or shifts in instructional practices resulting from the integration of IWBs. As part of their study involving four Australian primary school classrooms and the integration of IWBs, Bennett and Lockyer (2008) state, "The main impacts on lessons were an increased use of the Internet, software, and visual resources as part of lessons; modelling and discussion of IT skills; and modelling of Internet research skills" (p. 298).

For the successful integration and implementation of IWB technology to occur, proper foundations and preparation must be put into place. Bennett and Lockyer (2008) state as part of their conclusion from the study above mentioned, "These findings suggest high levels of integration and acceptance of this technology may come from the early advantages that teachers experience in using IWBs in their classrooms, from which it may be possible to leverage the future development of pedagogy" ( p. 298). The efficacy of IWB assisted instruction is related to training, knowledge, and comfort level of the users. Kaufman, in his 2008 mixed approach study of teachers using Promethean Interactive Whiteboards in Loudon County, Virginia, analyzed the results of advanced professional learning activities which focused on the implementation and use of these IWBs in classrooms and the effects of that training on teacher's comfort levels with using the technology.<span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;"> (Long sentence -- maybe need to rephrase/rewrite it <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">). All faculty were given two hours of initial training; as part of his research, he facilitated an additional three 4-hour workshops which were provided over a two month period for teachers to better learn both beginning level and advanced level IWB specific instructional tools and practices. Kaufman (2008) states, "The purpose of this study was to determine the effect training had on teacher skill development and understanding with regards to the interactive whiteboard and //ActivStudio//" (p. 24).

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Following the initial training provided by the system, and prior to his series of facilitated training sessions, Kaufman <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;"> (Check for correct APA format <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">) measured teachers' attitudes toward the use of their IWBs using a six- question survey and five-question structured interview. He also administered assessment during the training sessions to determine participants levels of understanding of topics being presented. Following the series of training sessions, participants responded to a follow up a follow-up survey.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">As part of his conclusion, Kaufman (2008) suggests that future studies should be conducted to determine the impact of interactive whiteboards on teaching, learning, and changing teacher pedagogy (p. 32) <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;"> (Check for correct APA format unless this is a direct quote <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">). With his mixed methods approach involving teachers and their comfort levels with the technology and their degree of understanding of some effective practices using the tool, he was able to clearly analyze the overall situation in his learning community and devise a model and perhaps direction for future researchers regarding the implementation and integration of IWBs.

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Research Question **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">The purpose of my study will be to analyze the integration of interactive whiteboard technology in classrooms at Lakeview Fort Oglethorpe High School to discover what practices are perceived to be most effective in maximizing student achievement by analyzing both student and teacher input as well as describe the level of adoption of the technology across the curriculum. In addition, there will be a component of my project to analyze teacher's comfort levels with the technology as well as a professional learning activity with a pre- and post- survey to determine the level of effectiveness of the strategy.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Johnson and Christensen (2008) state the following concerning a correctly formulated qualitative study's purpose, "... to describe, understand, develop, or discover something" (p. 77). I think I have that part of the process covered. They continue by stating that a researcher should "state and define the central idea that you want to describe, understand, or discover" (p. 77). Does my statement of purpose meet this condition? I think so. Lastly they express that the researcher should state as part of his purpose the method by which data will be collected and analyzed: ethnographic study, grounded theory study, case study, or phenomenological study (p. 77). <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;"> (Do restate your final research question <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">).

//** Research Design **// <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">I will conduct surveys and interviews with teachers currently involved in the implementation of Mimio interactive whiteboard technology At Lakeview Fort Oglethorpe High School. I will facilitate a learning or training sessions (a wiki for teachers to collaborate and share information and instructional practices regarding the tool) and then conduct interviews surveys regarding the level of comfort as well as degree of proficiency gained by participation in regards to using IWBs. <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;"> (Unclear given that you have IWBs and then you will do a training session on wikis??? More explanation/narrative seems to be needed <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">).

//** Types of data **// <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">I will use non-numerical data in my qualitative study of the IWB implementation process. I will conduct a number of interviews and surveys to determine how IWBs are being used in an attempt to identify what strategies are providing the most effective instructional impact in my local school setting. <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;"> (More elaboration and this needs to integrate this to above section <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">).

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Data Collection Strategy/Instrument and Analysis ** <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">First, I will conduct a school wide survey (Using [|Google Docs] ) of all teachers to determine if and how often IWBs are being used in their classrooms and in what areas are they being used. <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;"> (Do include a copy in your appendices <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">). Secondly, I want to have teachers, both current and up-coming IWB users, to respond to multi-question surveys regarding their perceptions of IWBs as well as their level of comfort with the technology before and after they participate in a collaborative learning and sharing activity over the course of several weeks. <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;"> (Do include a copy in your appendices <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">). To do this, I will create a wiki or blog. I will link materials and videos that might help teachers in my study improve their effectiveness at using IWBs, plus teachers will be able to share, and I think giving teachers this sounding board will be truly beneficial. Lastly, can the comments these teachers will become part of my open-ended response data gathering? <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Johnson and Christensen (2008) state, "Qualitative researchers use the term relationship to refer to many different kinds of relations or connections between things, including but not limited to variables" (p. 545). I would expect to see relationships between their comments which I could categorize, and perhaps I might see some causal connections emerge.

**<span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Timeline ** <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;"> (Include an introductory paragraph <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">). <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Conduct follow-up interviews ||
 * <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">October 25 || <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Develop Survey and Interview Questions ||
 * <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">October 25 || <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Submit research plan/wiki for peer review ||
 * <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">November 15-19 || <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Request for participants ||
 * <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">November 15-19 || <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Send out initial GoogleDocs surveys ||
 * <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">December 6-9 || <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Conduct surveys with participants ||
 * <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">December || <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Develop professional learning tool (wiki) for participants involved implementation of IWB tool ||
 * <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">January3-21 || <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Facilitate online professional learning via wiki ||
 * <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">January 24-28 || <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Conduct follow-up surveys ||
 * <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">February 1-4 || <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Analyze survey responses
 * <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">February 5-7 || <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Analyze interview responses and look for emerging themes ||
 * <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">February 14-18 || <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Report findings to faculty ||
 * <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">March 1-31 || <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Complete research project and submit for evaluation ||

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">References <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;"> (Check for correct APA format <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">)

<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Bennett, S., & Lockyer, L. (2008). A study of teachers' integration of interactive whiteboards into four Australian primary school classrooms. //Learning, Media and Technology//, //33//(4), 289-300. Retrieved from ERIC database.

<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Hall, I., & Higgins, S. (2005). Primary school students' perceptions of Interactive whiteboards. //Journal of Computer Assisted Learning//, //21//(2), 102-117. Retrieved from ERIC database.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 0pt; text-indent: -24pt;">Huff, A. (2009). //Designing research for publication//. Thousand Oaks, CA: Sage Publications, Inc.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 0pt; text-indent: -24pt;">Kaufman, D.. (2009). How does the use of interactive whiteboards affect teaching and learning? //Distance Learning,// //6//(2), 23-33. Retrieved September 25, 2010, from ProQuest Education Journals. (Document ID: 1903519791).

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 0pt; text-indent: -24pt;">Johnson, B., & Christensen, L. (2007). //Educational research: Quantitative, qualitative, and mixed approaches// (3rd ed.). Boston: Allyn and Bacon.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 0pt;">Lewin, C., Somekh, B., & Steadman, S.. (2008). Embedding interactive whiteboards in teaching and learning: The process of change in pedagogic practice. Education and Information Technologies, 13(4), 291-303. Retrieved October 17, 2010, from Research Library. (Document ID: 1898732381).