ࡱ> surw` objbjss 7cLH H H H     ___8`atж<alc"$c$c$c_l m4AmOQQQQQQ$ htpu yj_lyyuH H $c$cuyH $c $cOyO  6 $ca ]+v_~|:۵t0ж۰2~t  ,]m qsu]m]m]muuP^]m]m]mжyyyy$77$">Y77>Y 4L  H H H H H H  Smart Boards in the Library Table of Contents Project Summary & Team Introduction page 2 Tech Training for Teachers / Needs Assessment page 3 The Need for Smart Board Training in NYC Schools page 5 Documenting the Need for NYC Librarians page 6 Using Your Smart Board as More than an Electronic Blackboard page 8 Overview of the Professional Development Plan page 9 Workshop Series Topics, Issues and Components page 9 Goals and Learning Objectives of the Project page 10 Target Audience page 10 Technologies Used for this Project page 11 Challenges Faced: Results & Reflections page 11 References & Source Documents page 13 APPENDIX A : Listserv Responses APPENDIX B : MLS Survey Form Smart Boards in the Library Collaborative Technology Project Summary & Team Introduction Millions of dollars of new technology is up and running in NYC classrooms, libraries, and administrative offices. These laptops, printers, smart boards, tablets and desktop labs represent our investment in the tools our students and staff need to function in the digitally divided 21st century. But, as is so often the case, there has been minimal staff training in both how to use it, and when and where to include it in a lesson or research process. In particular, smart boards can function as an effective tool when practitioners are provided with appropriate professional development. Learning opportunities that are planned for and provided for this technological tool must meet the needs of educators within a particular school. Collaboration among the professional community at a school is one of the key factors to the success of the professional development and ultimately the improvements in instructional practice leading to greater student achievement. What follows is the result of the collaborative effort of Donna Berry, literacy coach and staff developer from P. S. 31 in Staten Island, and Julie Matz, teacher librarian from P. S. 160, Queens. Working in conjunction with their respective principals, it is expected that both contributors will conduct smart board professional development sessions for their staff this Fall. Needs Assessment for Tech Training for Teachers There is little debate over the need for professional development (PD) as it supports integrating technology into educational venues. The experts agree that this investment in the human infrastructure (McKenzie, 2001) is crucial. (White et al., 2002) Interestingly, a rule of thumb offered to administrators as they introduce and implement technology in their schools, is to spend 30% of their budget on hardware, and 70% for ongoing training and technical assistance. (White et al., 2002) Furthermore, recent research has shown that training programs, where they do exist, have focused more on the operational aspects of technology, rather than linking the technology to the curriculum and emphasizing the benefit it provides for the advancement of student learning (Rodriquez & Knuth, 2000). One reason for the lack of emphasis on professional development is that it is not so easy to see the benefits of tech training for teachers. Joellen Killion, when director of special projects for the National Staff Development Council, described the indirect nature of PD like this (Rodriquez & Knuth, 2000): JHYPERLINK "http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/killion1.htm"oellen Killion, director of special projects for the National Staff Development Council, describes professional development in technology as an important intervention but emphasizes that in order to improve student learning, teachers have to implement their technology knowledge and experience effectively in the classroom 1.5MB audio file]. Excerpted from a videotaped presentation by Joellen Killion at the Technology Leadership Team Institute, July 1999, in Leesburg, VA (North Central Regional Educational Laboratory, 1999). At its worst, when there is a weak link between training and implementation, screensavers disease (McKenzie, 2001) can infect a school, leaving hardware sitting idly, collecting dust. Fortunately there is an antidote: professional development programs that see improved student learning as their goal and the technology as a mere delivery system. (Rodriquez & Knuth, 2000) Research shows that good professional development for technology starts as part of the schools technology plan, crafted by the schools technology planning committee. (McKenzie, 2001; White et al, 2002; LPA) In addition, [i]f the ultimate goal of professional development is to improve student learning, then tech training offers teachers an eye on the new frontier of critical thinking skills and transferable skills . . . content in various formats, and media for differentiated instruction. (McKenzie, 2001) The components of successful programs are similar to those we use when designing meaningful student experiences. (McKenzie, 2001) They provide: opportunities to try the technology, time to reflect on the experience, and emphasize collaboration with peers on authentic learning tasks. With the past as a guide, effective tech PD is not just sit and get, or one time, but rather well planned sessions, with built-in evaluation, sustained monetarily and with staff. (Rodriquez & Knuth, 2000) Teaching teachers is different from teaching younger students, however. PD programs that acknowledge the adult learning tenants of  HYPERLINK "http://www.reference.com/browse/wiki/Andragogy" andragogy with its emphasis on self-direction, transformation and experience (McKenzie, 2001) will have greater success. Problem solving adults, such as teachers, have made a lifetime out of learning by doing and exploring, trying, failing and changing strategies to overcome obstacles in their paths. In other words, PD that lets teachers find their own way will be more effective in the long run, then programs that offer simple recipes for success. Having documented the need for technology professional development in general, what follows is the needs assessment of, and rationale for, training staff as they integrate Smart Boards into their classrooms, computer labs and libraries. The Need for Smart Board Training In many of our schools, smart boards stand at the ready for creative and complex pedagogical adventures, but are primarily utilized only as projection screens. Without the use of effective professional development strategies and methods on the use and instructional value of this technology, educators may continue not to maximize this as a productive and innovative learning tool. We witness this unfortunate reality every day: both of our schools have underutilized smart boards and staffs with minimal training. At the end of the day, the goal of this technology project is to provide for both schools, a professional development plan that introduces smart board operation from A to Z and gives teachers and administrators alike ample examples of smart board use in classrooms and libraries across the curriculum. Documenting the Need The New York City Office of Library Services supports a listserv of school system librarians. In order to ascertain how likely smart board training would be received, we posted the following query on June 21st, one of the final days of the school year: Donna Berry and I are embarking on a technology project for our MLS that centers around creating Smartboard training for teachers that includes the nuts and bolts of operation and standard based lessons. We are searching for anecdotal information about your Smartboard including lessons that have succeeded and those that have not. Please feel free to contact us off the list ( HYPERLINK "mailto:jmatz@schools.nyc.gov" \t "_blank" jmatz@schools.nyc.gov) with your informal comments. We will be happy to share our training program and lessons with anyone who requests them. Of the eight responses we received (see Appendix A), seven (87%) requested a copy of our final product indicating that they have, or are getting, a smart board, but have not received training. While this is indicates a high interest in, and need for, smart board training, the numbers are very small. Consequently, we conducted another survey, this time face-to-face, of our fellow MLS graduate students when we gathered for our residency earlier this month. (See Appendix B) Of the forty-two (42) respondents, a healthy majority, 62%, have smart boards in their schools, leaving 38% without smart boards.  EMBED MSGraph.Chart.8 \s  On the face of this data, one could interpret that smart boards are used by well over the majority of respondents with access. Further analysis reveals that due to the uneven, and often absence, of training, many smart boards are underutilized. The following pie chart shows how respondents answered the question Did you receive any training in the use of your smart board? :  EMBED MSGraph.Chart.8 \s  The graph shows that nearly half of all graduate students who responded have had training. More than half, however, have either only received one-time instruction (26.9%) or not enough, or none at all (26.9%), together comprising just over half of the respondents. If this was a representational sample of teacher librarians in NYC (which it is not), one could conclude that roughly one out of every two instructors currently using smart boards in their classrooms and libraries have not received adequate training. The qualitative data from the listserv response combined with the non-representative, small sample, statistical analysis of MLS graduate students point to a clear, and growing, demand for access to professional development in smart board technology for NYC school librarians and teachers. To that end, our project is dedicated and designed. Using Your Smartboard as More Than an Electronic Blackboard Here are some of the items we considered in developing the workshop series. They include not only the content of the work sessions themselves, but also the use of adult learning tools and the creation of professional development materials to accompany the training sessions: What is the audiences experience level with the technology (novice, advanced, or mixed)? What is the teaching-level experience of the audience? What is the personality of the audience? How long are the individual work sessions and the workshops in total? Overview of the Professional Development Plan Participants will be introduced to a powerful tool that will change the way they teach. They will learn how to use the projector and SMART Board Interactive software to enhance classroom and library instruction. Educators will get acclimated with the set-up and inner workings of how the SMART Board works. They will learn how to seamlessly integrate technology into lessons by using familiar applications, such as Microsoft Office, as well as software specific to the technology. Workshop Series Topics, Issues and Components Technology Teacher Collaboration Literacy Across Content Areas Classroom Management Differentiated Instruction Curriculum Design Behavioral and Cognitive Training Objectives Upon completion of the four-session workshop series, participants will be able to: Effectively use a SMART Board interactive whiteboard Design and use learning materials using Smart Notebook software including its curriculum specific galleries with templates, clipart, and multimedia content. Make effective use of SMART Board tools, including the floating toolbar, recorder and video player Avoiding the ** There are often obstacles to training teachers such as conflicting personalities, differences in philosophy/beliefs, style, priorities and expectations. Other difficulties can arise which impedes progress such as proceeding without clarification from the teacher or administration, insufficient resources or inadequate time (Killion, J. 2000). (Killion, J. 2000) suggests that some of the ways to avoid these common pitfalls is to build trust, establish working agreements, and mutually set goals. Goals and Learning Objectives of the Project From its inception, it has been the intention of the project team to produce a document with components that will: Document the need for tech training by conducting a literature review of research on the adoption of new technologies in educational settings focusing on key principles in the design of professional training for teachers. Document the use of smart boards in an educational setting by finding documentation of the application and use of the smart board with the particular purpose of identifying strengths and weaknesses of its use. Design a Professional Training Program which includes how to operate the hardware including trial tests (performance without pressure) and when and why you would use it for a lesson. Produce a Manual that includes the nuts and bolts of smart board operation and pedagogical applications. Target Audience This project has utility for teachers, librarians, and administrators who intend to install and/or use smart board technology within their schools. Specifically, it will be shared with everyone who responded to the listserv query and MLS survey (See Appendices A and B). Technology or Technologies Used to Complete This Project To complete this project, the team corresponded face-to-face, via telephone and email. The report includes, but is not limited to, four internet sources, a scanned image and an interview hyperlink. Challenges Faced Results & Reflection This project is truly proof of the adage: the whole is more than the sum of its parts. In short, what succeeded the most in this endeavor was the partnership. We worked well logistically, intellectually and professionally. While every joint venture has its peaks and valleys, this team balanced each other at each point and the final product reflects their mutual contribution and respect. Time constraints, summer school schedules, access to hardware and administrator vacations all dealt a serious blow to efforts to present the professional development workshop to real teachers in real time. In retrospect, we may have chosen a technological application that we could present during the summer semester. At one point, we considered producing our training materials as a podcast and soliciting teacher reaction to its content and utility. This can still be done, however, but outside the scope of this assignment. In addition, we originally intended to supply a lesson bank of exemplars to further illustrate the use of the smart board tools and their application across the curriculum. Our research revealed a number of such lists and instead of creating them ourselves; we cite them in our bibliography. We are secure in the knowledge that there is a demand for smart board training. It is still to be told, however, whether our endeavor will assist those who have requested it. Upon its review, we intend to distribute a copy to each teacher and librarian who responded to our listserv and MLS surveys. Attached will be an evaluation for users to return to us for analysis. Although our course will be completed by the time we receive their response, we will forward a summary of the results at that time. Professional Development Program is saved under file titled: IST611 TechProjectPart2 References & Source Documents Lamb, A. (2006) Engaging learners the smartboard way, Retrieved June 18, 2007 from  HYPERLINK "http://www.eduscapes.com/sessions/smartboard/" \t "_blank" www.eduscapes.com/sessions/smartboard/ Annette Lamb and her husband, Larry Johnson, have assembled  HYPERLINK "http://www.eduscapes.com/" eduscapes an award winning online resource for all things technological. Specifically, the site listed above includes smart board starter activities, a comprehensive training workshop linking to Smarttechs two minute tutorials, full notebook lesson plans, virtual field trips and much more. Combined with Tequipmentss Forum (online support for users, see below), this site offers both new and savy users virtual professional development in, and teaching content for, smart board instruction. McKenzie, J. (2001) How teachers learn technology best. From Now On: The Educational Technology Journal, 10(6). Retrieved June 25, 2007 from  HYPERLINK "http://www.fno.org/mar01/howlearn.html" http://www.fno.org/mar01/howlearn.html Citing lessons learned from the hasty and incomplete introduction of technology into school settings, the author presents a comprehensive plan for administrators intending to make the most of their investment in technology which highlights the need for on-going, on-site, in-time professional development and support. November, A. (2001). Empowering students with technology. Thousand Oaks, CA: Corwin Press. Useful for administrators and teachers looking for stories and strategies to motivate students to embrace information literacy skills. November has also compiled a list of over 50 useful websites. Rodriguez, G. & Knuth, R. (2000) Providing professional development for effective technology use. Critical Issues: North Regional Educational Laboratory, Retrieved June 17, 2007 from  HYPERLINK "http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm" http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm Acknowledging that technological applications in schools is no longer an option, but rather a fact of life, this article makes a passionate argument, based on research and case studies, for an investment in human infrastructure along side monies spent on technological hardware and software. It outlines the roles and responsibilities for all members of the educational community, providing links to further reading, discussion and support. Small, R. (2005). Designing digital literacy programs with IM-PACT. New York, NY: Neal-Schuman Publishers, Inc. This book presents a new design for information-literacy programs, and also addresses trends in education, common practices and builds connections among existing theories and research. Smart Technologies Training Center, Retrieved June 18, 2007 from  HYPERLINK "http://www.smarttech.com" \t "_blank" www.smarttech.com Providing free training materials, live online training, video tutorials, a schedule of training events, including master trainer certification, this site is the home of Smart Technologies, the producers of SMART interactive hard and software for business, government and educational applications. Smart Technologies. (2005). Interactive whiteboards and learning: A review of case studies and research literature. Retrieved July 28, 2007 from  HYPERLINK "http://www.education.smarttech.com/NR/rdonlyres/30258C60-24D0-43D5-A1D2-BDE1A93B6F93/0/InteractiveWhiteboardsAndLearning.pdf" http://www.education.smarttech.com/NR/rdonlyres/30258C60-24D0-43D5-A1D2-BDE1A93B6F93/0/InteractiveWhiteboardsAndLearning.pdf A white paper, commissioned by Smart Technologies, presenting research and case study evidence of the educational benefits of using interactive whiteboards in classrooms located in the United States, the United Kingdom and Australia. It emphasizes how this technology can assist instruction for a variety of student audiences, while reinforcing comprehension and access to information. Teacher training is highlighted as an essential ingredient to successful implementation. Tequipment's Educator Resource Center v2.1. Retrieved July 18, 2007, from  HYPERLINK "http://community.teqsmart.org/news.php" \t "_blank" http://community.teqsmart.org/news.php This comprehensive, user friendly, free membership site includes an online support community (Forum where a number of NYC educators are registered); downloads: notebook games (Jeopardy, Hangman and Hollywood Squares), smart board lessons in all content areas and at various grade levels; relevant links to articles, news programs, grants and funding information, content area connections and further training material. White, N., Ringstaff, C., & Kelly, L. (2002). Getting the most from technology in schools. Retrieved June 28, 2007 from  HYPERLINK "http://www.wested.org/cs/we/view/rs/665" http://www.wested.org/cs/we/view/rs/665 Published by WestEd, a non-profit research and development agency serving the educational community in Arizona, California, Nevada and Utah, this paper includes teacher training in technology as one of many factors research has shown to contribute to the successful and effective inclusion of technology in the educational environment. Appendix A SMART BOARD Listserv Interest Original Posting From: "Matz Julie (28Q160)" < HYPERLINK "mailto:JMatz@SCHOOLS.NYC.GOV" \t "_blank" JMatz@SCHOOLS.NYC.GOV> Date: June 21, 2007 4:18:19 PM EDT Subject: Smart Board research underway -- comments requested In response to Rita Grollman's post, Donna Berry and I are embarking on a technology project for our MLS that centers around creating Smartboard training for teachers that includes the nuts and bolts of operation and standard based lessons. We are searching for anecdotal information about your Smartboard including lessons that have succeeded and those that have not. Please feel free to contact us off the list ( HYPERLINK "mailto:jmatz@schools.nyc.gov" \t "_blank" jmatz@schools.nyc.gov) with your informal comments. We will be happy to share our training program and lessons with anyone who requests them. RESPONSES 1. Our school is considering getting Smart Boards, and would love to get any information or suggestions that you have. Thank you. Barbara Lipski Central Park East II  HYPERLINK "mailto:barblipski@earthlink.net" \t "_blank" barblipski@earthlink.net ____________________________________________________________________________ 2. Hallo Donna and Julie.... BRAVO! I love your idea... and I can't wait to see the product of such a great collaborative venture :-) Your pal, Lisa M. Herman Teacher Librarian @ PS 398 The Walter Weaver School 60 E. 94th Street, Brooklyn, NY 11212 718-774-4466 NEW e-mail address:  HYPERLINK "mailto:lherman5@schools.nyc.gov" \t "_blank" lherman5@schools.nyc.gov ______________________________________________________________________ 3. Dear Julie, I would love to be notified of your training sessions and get copies of your Smartboard lessons. We just had a Smartboard delivered, which we are to start using in the fall. Hildegarde Hammond P.S. 333, Bronx, NY  HYPERLINK "mailto:hhammon3@schools.nyc.gov" \t "_blank" hhammon3@schools.nyc.gov __________________________________________________________________________________ 4. Hi, Julie! I just got a Smart Board recently, and I love it - the training from the company we ordered it from - Tequipment - was great! I'm still learning a lot myself, but I'll be of whatever help I can! Hope all is well, I look forward to seeing you in a few weeks! ~Melissa Melissa Cody Librarian MS 53 Brian Piccolo 10-45 Nameoke St. Far Rockaway, NY 11691 (718)471-6900 ext. 367  HYPERLINK "mailto:mcody3@schools.nyc.gov" mcody3@schools.nyc.gov ______________________________________________________________________ 5. Tequipment is having a training session on June 28 and another on Aug 2. The contact person is Mike Ryan 212 736-6350 I M going to the Aug session and will share with you after attending. I am interested in any materials you are formulating.Thanks Please be in touch.. Mary Elizabeth Smith Glendale Intermediate School 119 74-01 78 Street Glendale,New York 11385 ____________________________________________________________________________________ 6. Julie, We will be making SmartBoards available to teachers next semester and would be interested in having you share materials that are specific to Middle School curricula. Thank you, Terry Buchalter, Librarian Pablo Casals MS 181 800 Baychester Avenue Bronx, NY 10475  HYPERLINK "mailto:tbuchal@schools.nyc.gov" \t "_blank" tbuchal@schools.nyc.gov _____________________________________________________________________________ 7. I am a Smarteq Certified User and I use my smartboard for all of my lessons. I create them on smartnotebook and make them interactive for my students. When I do read alouds with the kids, I follow the story with an interactive recreation of the story. I leave some blank boxes where the real picture is underneath so the students can retell the story and then the picture appears. I play jeopardy on my smartboard by using a powerpoint template to create the game. I do all of my brainstorming when creating research projects by writing and creating graphic organizers. I have many lessons that I have done. I have attached one of my retellings for you to see. This lesson I actually used for the 100th day of school. I hope this helps. I also teach Wilson reading and have created the letter cards on the smartboard. Let me know if you would like them too. Brandi Jerabek PS 166 33-09 35th Street Long Island City, NY 11106 Library Media Center NOTE: Brandis attachment is a lesson on Wolfs Chicken Stew. It is saved on a notebook and cannot be opened by the laptop I am using to create this document. I will access it separately and send it then. APPENDIX B     Berry / Matz IST 611 Summer 07 PAGE  PAGE 2 ( A Collaborative Technology Project ( Submitted by Donna Berry & Julie Matz Summer 07 IST 611 Smartboard Training To be, or not to be Your responses to the questions below will go a long way to helping us document the need for professional development regarding Smartboard applications in the classroom and library. Name (optional) ______________________________________ Position ________________________________ School ___________________ Do you have access to a Smartboard for lessons and/or instruction? ________ If you do, did you receive any training in the use of the Smartboard? _________ Did your training include examples of how to use the Smartboard during instruction? ____ If you interested in receiving a manual and/or video of Smartboard training with lesson ideas, please leave your email address below: _____________________________________________________ Many thanks! 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