An Examination of Interactive Whiteboard Perceptions using the Concerns-Based Adoption Model Stages of Concern and the Apple Classrooms of Tomorrow Model of Instructional Evolution
Document Type
Conference Proceeding
Publication Date
3-7-2011
Publication Title
Proceedings of Society for Information Technology and Teacher Education International Conference
ISBN
978-1-880094-84-6
Abstract
Two high school mathematics teachers who use Interactive Whiteboards (IWBs) in the classroom were interviewed annually over the course of three years regarding their perceptions of the technology. During the third year, the two teachers were asked to complete the Concerns-Based Adoption Model Stages of Concern Questionnaire. The data obtained from the questionnaire and their responses to the annual interviews were then compared and contrasted with results from the Apple Classrooms of Tomorrow (ACOT) study and the ACOT Model of Instructional Evolution. This study’s findings indicate that IWBs provide some of the same benefits as the multitude of computers and other technologies available in ACOT classrooms: increased student motivation, more dynamic instruction, and greater teacher collaboration. Unlike the ACOT technologies, however, IWBs did not lead to the implementation of more project-based instruction.
Recommended Citation
Hall, Jeffrey S., Gregory Chamblee, Scott Slough.
2011.
"An Examination of Interactive Whiteboard Perceptions using the Concerns-Based Adoption Model Stages of Concern and the Apple Classrooms of Tomorrow Model of Instructional Evolution."
Proceedings of Society for Information Technology and Teacher Education International Conference, Matthew Koehler and Punya Mishra (Ed.): 2496-2501 Chesapeake, VA: Association for the Advancement of Computing in Education.
isbn: 978-1-880094-84-6
https://digitalcommons.georgiasouthern.edu/teaching-learning-facpubs/7
