Date of Award
Doctor of Philosophy
Trena Paulus, Ralph Brockett, Sky Huck
This case study examined the process teachers use when incorporating interactive whiteboards in the classroom and daily curriculum. Participants were drawn from a small group of three elementary and three high school teachers who received an interactive whiteboard, but no formal training. The school system purchased over 300 interactive whiteboards and was not able to adequately train all of the teachers before the beginning of the school year. Findings were compared to relevant models of andragogy, TPACK, and CBAM. The results indicate that a teacher’s prior technological ability aids in the implementation of new technologies in the classroom. The findings also indicate the importance of peer-support and proximity when dealing with technical difficulties. There is an apparent need for a technology-specific adoption model that utilizes the technical experience teachers bring with them when they enter the classroom. The researcher introduces a working model for this process.
Beach, Jason S, "Interactive Whiteboard Transition: A Case Study. " PhD diss., University of Tennessee, 2012.
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Instructional Media Design Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons