FORMATIVE EVALUATION
SMART Board
Interactive Whiteboard Basics
Notebook Software Basics
I. Introduction
The SMART Board interactive whiteboard is a touch-sensitive display, about the size of a standard whiteboard. Hooked up to a computer and projector, the interactive whiteboard is like a giant computer screen that students and teachers simply touch to operate. Using their finger or a pen as a mouse, teachers and students can access and control any computer application, file or multimedia platform, including the Internet, CD-ROMs and DVDs. They can also write over applications in digital ink, then save their work for future study and review.
The goal of this instruction was to teach the basics on how to use a SMART Board (interactive whiteboard) and how to use the Notebook software. The instructional unit being evaluated consisted of a 31 page step-by-step instructional guide printed in color. Each module of the instructional guide included a section titled "Learn" which provided the step-by-step instructions with graphics or screen shots to help the learner visualize the steps. After the "Learn" section of each module, was a section titled "Practice", which gave the learner an opportunity to practice the skills learned. A CD was provided with files needed to complete the instruction.
II. Methods
The instructional guide was given to three subjects, 3 female high-school teachers from different disciplines (math, English and science). All three subjects had previous experience using personal computers and application software such as Microsoft Word and PowerPoint. Two of the subjects had seen a Smart Board being used in a classroom setting before and all three subjects had not operated or used the Smart Board or Notebook software.
Each subject was given the instruction individually at different times and was provided with the instructional packet, a computer with Internet connection, a connected Smart Board and multimedia projector. The procedure for the tryout instruction was identical for each learner and was completed in approximately one hour. The instruction was available on a website, however, all three chose to use the printed instructional guide. Each subject was observed as they worked their way through the instructional guide and the observer watched carefully and made comments on a printed version of the guide.
Before the subjects were given the instructional guide, they were told to follow the guide materials in the order they were presented and to ask questions if the instruction was unclear or if they needed assistance. They also were asked to write and make notes on the instructional guide to indicate where difficulty is encountered. The prerequisite assessment and the pre-test forms were completed by each subject before they started with module one, and these assessments were collected. After the subjects completed the modules in the instructional guide, the post-test (same skills check-off as the pre-test) were given to the subjects. Post-tests were collected and an informal interview was conducted.
III. Results and Discussion
|
Data Collected |
|||
|
Subjects |
Prerequisite Skills Tasks |
Pre-Test Skills Tasks |
Post-Test Skills Tasks |
| English Teacher |
4/4 |
2/15 |
15/15 |
| Math Teacher | 4/4 |
2/15 |
15/15 |
| Science Teacher | 4/4 |
2/15 |
15/15 |
Observations
Prerequisite Assessment: Each subject completed the four tasks successfully. No problems or questions, all subjects had the skills needed to continue with the instruction.
Pre-Test: All of the subjects were able to identify the Smart Board Components and equipment needed and all were able to set-up and start-up the equipment without any questions or problems. After the first two tasks, every participant rated themselves as not able to perform the remaining 13 tasks successfully, indicating that they would benefit from instruction.
Length of Instruction: The instructional guide was divided into five modules with a "Learn" section with the step-by-step instructions and a "Practice" section which included a checklist of tasks to be performed. The following table represents how much instruction time was needed for the subjects to complete each module:
Instruction Time
Subject
Prerequisite & Pre-Test
Module 1*
Module 2
Module 3
Module 4
Module 5
Post-Test
Total Time
English Teacher 5 min 0 min 5 min 10 min 12 min 10 min 15 min 57 min Math Teacher 5 min 0 min 7 min 12 min 12 min 12 min 15 min 63 min Science Teacher 5 min 0 min 5 min 13 min 12 min 15 min 16 min 66 min *All subjects were able to complete the tasks in the pre-test for this module and did not need instruction for module 1 tasks.
Clarity of self-guided instruction: There were very few questions asked. Each subject was able to follow the instructional steps and perform the practice tasks with ease. Two of the subjects asked for clarification on the terms: board-aware and non-board-aware in module 4. All three subjects were motivated and excited to learn. All three subjects commented on how helpful the practice session was at the end of each module and said that it helped them reinforce the skills learned.
An informal interview was conducted. Listed below are the questions and and responses:
a) What improvements would you recommend for this instruction?
Responses:
1) More -- I want to learn more about using the Smart Board.
2) Nothing -- it was great!
b) What did you like least about the instruction?
Responses:
1) Would like to see a demonstration of each step, rather than read through instructions.
c) What did you like most about the instruction?
1) Liked the self-guided approach.
2) The practice and "hands-on" tasks helped me learn.
3) It provided me with all I need to get started using the Smart Board.Post-Test: All three subjects were able to complete all 15 tasks successfully. All three subjects felt confident that they would retain the skills learned and are ready to start using the Smart Board and Notebook software in their classrooms.
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Joan Yarsa
ITEC 57403
Kent State University
Spring, 2005