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Thank you for bringing us such amazing newsletters, so professionally edited and illustrated perfectly. With the permission of East Mountain School at Carrier Clinic (EMS) administration, the purpose of this Usability Testing Report is to establish an initial baseline study that examines the impact of teachers and students infusing newly installed interactive whiteboard technology as an instructional tool into the classroom.
Beginning the 2012-2013 school year, EMS administration paved the way for the installation of seven (7) A“no Interactive Whiteboards (IWB), as a pilot program to integrate technology into selected class subjects.
In preparation for this Usability Testing Report, I consulted with EMS Principle Phillip Harmania (Phil), whose permission was required. Related surveys for this Usability Testing Report include an early investigation survey on the IWB, a€?Teachersa€™ Perceptions Regarding the Use of the Interactive Electronic Whiteboard in Instructiona€? by Mary Ann Bell, Baylor University, Winter 1998. An Interactive Whiteboard is a€?a large touch-sensitive board connected to a computer and a digital projector, used for teaching in the classrooma€? (Collins English Dictionary). Part Two a€“ Classroom Usage Observation: Follow-up classroom usage observations were conducted and completed for each participant within a single pre-arranged class period.
This Usability Testing Report attempts to establish an initial baseline study to examine the impact of teachers and students infusing IWB technology as an instructional tool into the classroom. Through observation, all participants utilized the IWB in varying degrees.A  From demonstrating mathematical equations and having students respond at the IWB to presenting students with topic information from the on-line Worldbook Encyclopedia.


IWB equipment is fairly easy to learn and use in the classroom.A  There is still considerable enthusiasm for the majority of participants using IWB technology frequently. Even knowing the technique is important in this kind of design, is more about creativity and experimentation. Science, Technology, Math and Social Studies teacher (participants) classrooms were chosen to infuse IWB technology as an instructional tool in the classroom.
Results show that participant a€?Aa€? responded to all question statements as a€?Always,a€? indicating that IWB technology as an instructional tool into the classroom is being infused in all instances.
Students showed minimal attention while Participant a€?Ea€? struggled to use the IWB technology. Science, Technology, Math and Social Studies teacher (participants) classrooms were chosen to infuse IWB technology as an instructional tool in the classroom.A  An initial 45 min.
There were (3) observations completed with usable data for this report; (2) observations were inconclusive due to the nature of student conduct and participant usage at the time of observations*. All and all, student behaviors make most lessons and learning experiences a challenge for teachers and students at EMS. Through survey and observation, it is clear that participants would benefit from additional and on-going professional development training opportunities. You will learn how to use the Art History Brush and combine it with watercolor custom brushes to create a nice background header image and more. Participant seemed enthusiastic to use IWB technology, but falls short on more complex uses. Part Two a€“ Classroom Usage Observations were logistically challenging to complete with limitations and inconclusive data collected.A  All indications are that those teachers having prior experience with IWB technology are infusing IWB technology as an instructional tool in their classrooms.


Shortcomings lie in finding applicable subject content to implement lessons for IWB technology. Both participants expressed delight in finding interactive lessons via the Internet and through textbook resource applications. The observation data was inconclusive to report further.A  Observations were inconsistent in Part One a€“ Survey (see Tables 1-3). They continually search for opportunities to engage students through more complex means (i.e. The Likert Scale was chosen a€?as a method of ascribing quantitative value to qualitative data, to make amenable to statistical analysis. In both observations, students were able to use the IWB technology, for which it was intended (see Tables 4 & 5). A numerical value is assigned to each potential choice and a mean figure for the responses is computed at the end of the evaluation or survey. Both participants indicated theya€™d used other IWB technology products in previous school districts. Those participants without prior experience are still struggling to integrate this technology and after only 2 months of use in the classroom.A  Students are engaged longer and time on task is extended when using the IWB technology. 30% of student populations are day students; most are out-of-district placements from district schools across NJ.



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Author: admin | 29.09.2014 | Category: Shed Garden


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