Smart Board Training. Instructional Design, ADDIE project. Samantha Franchino. Rich Mehok. Marwah Alhamam. Jenna Schadle. The University of Akron

Transcription

1 Running Head: Creating Instruction for Smart Board Training Smart Board Training Instructional Design, ADDIE project Samantha Franchino Rich Mehok Marwah Alhamam Jenna Schadle The University of Akron

2 Table of Contents Abstract.4 Analysis....5 Introduction to the learning situation...5 Identification of the learning problem...5 Statement of the learning goal...6 Detailed needs analysis...7 Detailed learner analysis...10 Design...11 Task Analysis Identify learning theory...11 Performance/learning objectives...,,...13 Instructional strategies...14 Instructional sequence...14 Development...15 Media selection rationale..15 Issues of message design...17 Instructional resources...17 Functional instructional product.. 18

3 Assessment Plan 18 Implementation...18 Lesson Plan and Learning Objectives Description of implementation timeline Description of implementation process. 24 Recommendations for changes 25 Evaluation...25 Implementation of evaluation plan Collection of formative evaluation data...26 Assessment and interpretation of formative evaluation data 26 Summary...27

4 Abstract The 21st century has been filled with rapid continued innovation and advances in the field of technology and knowledge transfer. Today, the educational process should exceed beyond the classroom walls through the integration of technology; therefore, contemporary classrooms now should be filled with computers, digital videos, various ingenious devices and high speed Internet. Teachers and students as well should obtain some technological skills in order to produce critical thinking students who are able to solve their problems. Moreover, some districts attempt to offer several technology tools to the schools but they ignore the significance of conducting professional developments to enable teachers to utilize that technology effectively in the classroom. Consequently, many instructors failed in applying the given technologies in their classrooms due to their lack of skills and superficial knowledge in dealing with the offered technology. In addition, teachers lose the desired confidence to use that technology even with its availability. Many teachers today have technology in their classroom but do not know how to use it effectively. The Smart Board is one of the versatile tools that increases engagement in the learning process and allows an interactive learning environment; unfortunately teachers at Barberton High School failed to utilize this great technology tool in their classroom due to their lack of proficient skills. Section 1 - Analysis Phase Introduction to the Learning Situation The learning situation consists of 9-12th grade teachers at Barberton High School (BHS) who have

5 technology available to them, specifically Smart Boards, but fail to use the technology effectively. Our team consists of four graduate students from The University of Akron. We will be working together to create a lesson that incorporates TPACK into solving this instructional problem. In order to collect sufficient data about our audience who are high school teachers we are going to create a survey, which consists of multiple choice, fill-in-blank, and select all that apply questions. Through the teachers answers we will be aware of their skill level in using Smart Board and to determine knowledge and skills that they need to obtain, the time line of the training course that they need in order to become skillful in using a Smart Board. We will also be able to assess how we may address the areas of pedagogy, content knowledge and technology together to help these teachers improve their learning environments. Identification of the Learning Problem The teachers at BHS have technology available to them, specifically Smart Boards, and are not using this technology effectively during instruction to help students reach learning goals by delivering their content knowledge in an effective pedagogical fashion. They have Smart Boards in their class and access to the board, but they do not have the required skills to get benefit from this great technology and some even do not know how to incorporate it into their instruction. After receiving the survey data we will gain adequate information to identify the problem areas and it could help us to make effective instructional assistance modules to help the teachers at BHS. The learners needs should become clear so we can focus our effort to construct effective instruction in particular areas where BHS teachers need help.

6 The results from the survey showed many BHS teachers had received Smart Board training in the past, but the substantial issue that hindered teachers from using the Smart Board in their lesson plan was their lack of skills even after the training session, whereas most of the teachers rate their training session as mediocre. While all these teachers endeavored to use the Smart Board daily, they did not use it effectively in their classroom, they tended to use it as a writing board instead of the chalkboard or a glorified overhead projector. Due to the Smart Board s versatility, all the BHS teachers were interested in having another effective training course that could help them to do more activities with its implementation and to enhance their teaching method. Statement of the Learning Goals Our learning goal is to educate BHS teachers in using Smart Boards in their classroom effectively combining their content knowledge, their pedagogical style and their technology to encompass a teaching tool that will be beneficial in helping their students reach their learning goals. In order to achieve that goal we, Passionate Problem Solvers, will conduct a training course for the Barberton High School teachers to help them to use the Smart Board proficiently in their classroom. We are going to create a lesson teaching uses of a smart board in education. - Our Objectives: 1. Students will be able to orient the Smart Board with no assistance. Student will be able to open applications with no assistance. 2. Students will be able to differentiate between Smart Board tools; pen, drawing objects, screen shade,

7 etc. 3. Students will be able to create and save a multiple-choice activity in Smart Board Notebook software. 4. Students will be able to open a previously saved activity. 5. Students will be able to copy or insert a saved object into Notebook software from the Internet or file location 6. Students will be able to navigate the Internet using the Smart Board. 7. Students will be able to write on the Smart Board, use character recognition and then save their document in Word. 8. Students will be able to access and play videos via Smart Board. 9. Students will be able to access and utilize interactive websites via Smart Board. Detailed Needs Analysis After analyzing the survey responses we identified that the BHS teachers have a great desire to utilize Smart Board efficiently in their class and apply in-depth skills. They need to receive effective instruction as an alternative to their previous training; this instruction should be profound and organized in order to motivate the teachers to use Smart Board. Survey results: 21% can take objects from the Internet and use in Notebook Software 62% Orienting the SMART Board Interactive Whiteboard 7% can record a lesson in Notebook and save it as a movie 24% can save their notes using the pens from the tray 3% can use Ink Award in Microsoft Word

8 21% can add new pages, edit pages and save net book slides. 7% can customize the tool bar The survey results revealed low percentages which indicate the teachers limited capabilities in achieving the expected skills of using the Smart Board. These teachers need to gain self confidence with simple smart board skills to reap the benefits of all the services the Smart Board has to offer. With confidence achieved students will become more engaged in their lessons through technological innovation. The survey results also revealed everyone has a Smart Board in their classroom and has received Smart Board training in the past. Majority of the staff have had their Smart Board and training between six months and a year ago and rate their Smart Board training average. Most teachers attempted to implement their Smart Board Training but did not feel successful. All teachers are interested in learning to use their Smart Board if the training were made available to them. Five of the twelve teachers can orient their Smart Board, six teachers can use the smart board key board, two teachers can save their notes using pens from the tray, two teachers can take objects from the internet and use it in Notebook Software, one teacher can customize the tool bar, one teachers can add new pages, edit pages, and save Notebook slides, one teacher can record a lesson in Notebook and save it as a movie, and no teachers could Customize the tool bar. Most teachers love using the Smart Board for power point presentations and the interactive aspect, but a lot of teachers were not sure how to enhance and do more with the smart board rather than just a glorified projector. Ten of the teachers use the Smart Board daily and two of the teachers use it three of the five days of the week. When the teachers were asked what problems they encountered while using the Smart Board, teachers

9 answered in a variety of ways; some had no problems, some wanted to know its capabilities, one teacher stated how their school did not have the money to purchase items like Quizdom or write pads, one teacher did not know who to use markers, one teacher did not know how to fix the distorted screen, one teacher had problems with space limitations, and one teacher had problems with drop down menus. Overall we found valuable information to begin planning the design phase of our project. Identifying the teachers needs helped us concentrate our focus on the specific areas of smart board training. These teachers failed to use Smart Board efficiently after their previous training session because most of them forgot what they learned. The training session they previously attended did not provide them with instructional materials or even valuable references that teachers could refer to when they needed help. The survey also gave us an overview of the teachers needs and our mission is to convert this need into explicit instruction that enables not just the BHS teachers to surpass their difficulties toward using Smart Board, but also anyone who endeavors to use Smart Board effectively. Overall we felt that through providing teachers instruction on how to create usable activities for their classroom we would be able to give them the tools and skills necessary to be comfortable in using the Smart Board as an engagement and research tool. Detailed Learner Analysis In our training session our students will be BHS teachers who have minimal knowledge about Smart Boards. Therefore, they will receive instruction to be able to fully utilize the capabilities of SMART technology, in order to produce integrated and engaging technology lessons.

10 To design effective materials that meet the teachers need we had to determine exactly what their needs entailed. To accomplish adequate information about the teachers needs, we added to the survey some questions about their capabilities and objectives. These teachers are very excited about integrating technology in their classroom, they faced some challenges in using the Smart Board and some of them failed in using the Smart Board for its ultimate purpose, where they used it as a projector more than as a teaching facilitator tool. These teachers obtained various capabilities in performing Smart Board functions, where most of the BHS teachers received a Smart Board training session in the past, but their training session was not effective due to its short time, lasting from one to three hours, and was not adequate to master the basic skills of using Smart Board. While 41% of the teachers agree that the using the Smart Board made them more creative teachers, 23% of the teachers said the Smart Board did not increase their creativity and that is due to their ineffective implementation, which distracts from obtaining benefits of utilizing the Smart Board. Section 2 - Design Phase Task Analysis The task set before us is to design and develop instruction, materials, and resources to aid BHS teachers in increasing student engagement and learning in their classrooms via the Smart Board. The Smart Board In-Service Training Survey provided valuable information for our group to collect data and analyze our learning target. Throughout the design phase of our project we have identified skills and knowledge of smart boards at Barberton High School.

11 Identify learning theory The design of our project was developed from multiple learning theories. Behaviorism, cognitivism, and constructivism all played a vital role in the design of our project. Behaviorism, based on observable changes in behavior, will be demonstrated based teachers ability to practice the same skills of alignment, using the keyboard, using the internet, using dropdown menus, using markers, saving notes, saving images, and saving student data on the Smart Board. These skills will become automatic after repeated pattern by the teachers. Cognitivism will be demonstrated and practiced as teachers use their skills they learned through repeated behavior and can interpret what the students are grasping through the content. Having an interactive white board will help when students can demonstrate what they have learned on the board. Constructivism will be demonstrated as teachers construct their own perspective of the world and adapt their teaching with the Smart Board to fit their needs. Every student is different and constructivism focuses on preparing the learner to problem solve ambiguous situations. By helping teachers enhance their abilities and teach them new skills, they can demonstrate these skills and different learning theories in the classroom. The learning theory behind our project was to create supportive materials that teachers could easily follow and track in order to increase their proficiency of using Smart Board in their classroom to enhance their teaching skills and become more adept educators. The learning theory that supports our lesson is a blended learning approach from Therefore, to design our project accurately; we used the three stages of the backward design.

12 Stage 1: Identify desired result The ultimate goal that learners should accomplish is using Smart Board in their classroom proficiently by combining their content knowledge; pedagogical style and their technology to encompass a teaching tool that will be beneficial in helping their students reach their learning goals. Therefore, teachers should be able to demonstrate the skills of using Smart Board effectively. Stage 2: Determine acceptable evidence Initially we asked learners to write their own objectives behind receiving instructional materials in using Smart Board, then in a post lesson evaluation the teachers will measure to which extent their initial objectives have been achieved. In addition, to ensure the effectiveness of our instructional materials we will give learners a second survey, which will consist of open-ended questions in order to obtain adequate information about the impact of our instruction into the learners performance. Stage 3: Plan learning experience and instruction The second survey considered as a resource and based on the results of the survey we did some modification to our instructional design and we decided to include a short video tutorial so learners could easily track the steps of using Smart Board; consequently we are going to achieve our objectives. Applying the backward design enabled us to concentrate on the most important objectives and identify the more essential knowledge and skills that learners should achieve. Performance/learning objectives - Student will be able to orient the Smart Board with no assistance.

13 - Student will be able to open applications with no assistance. - Student will be able to differentiate between Smart Board tools, pen, drawing objects etc - Student will be able to create and save a multiple-choice activity in Smart Board Notebook software. - Student will be able to open a previously saved activity. - Students will be able to copy or insert a saved object into Notebook software from the Internet or file location - Students will be able to navigate the Internet using the Smart Board. - Student will be able to write on the Smart Board, use character recognition and then save their document in Word. - Student will be able to access and play videos via Smart Board. - Students will be able to access and utilize interactive websites via Smart Board. Clearly detailed instructional strategies The instructional strategies include a teacher in-service where we plan to use direct instruction, partners, discussion, multimedia, and demonstration. Our instructional strategies will include a variety of teaching techniques. WE plan to use direct instruction to show and teach some of the basic skills of orienting the Smart Board, using the keyboard, saving notes, and taking objects from the internet and using it on Notebook software. We also plan to have teachers do some experiential learning, while practicing these basic skills on the smart board. Drill and practice will help our teachers memorize and become automatic at using the smart board. We will also have the teachers discuss how to organize their tool bar as we present this feature of smart boards. We will have teachers perform independently access a

14 smart board movie of a lesson so they can see how it can be saved and act as the student. Clearly defined instructional sequence The instructional sequences we used followed world related sequencing. The instructions presented in the in-service session were consistent with the teachers needs, objectives and real world events. The instructional materials organized in ordinarily sequences of steps, Rich (the presenter) started with the TPACK framework to describe to which extent teachers understanding of technologies and pedagogical content knowledge interact with one another to produce effective teaching with technology. We started by showing how teachers could orient the Smart Board, selected a learner per learning objective and had them write it on the Smart Board (kinesthetic, visual and auditory learning modalities addressed) and matching/multiple choice exercise concerning research terms/concentration game (addressing effective research techniques and student engagement). Then we showed the teachers how to use Internet Explorer pick a research topic break down into small groups and discuss and explore sites would this be an effective source for this research topic? (Addressing effective research techniques and student engagement), Using Internet Explorer we showed a 2 minute video from on condensation and sublimation. Each group took turns writing their group reflections on the Smart Board and then saved reflections, practicing another smart board skill. Using an interactive science website we had volunteers complete an activity on condensation and sublimation. Finally, we asked participants for an educational objective that they would like to create an interactive activity on the Smart Board. Section 3 - Development Phase

15 Media selection rationale We selected two main forms of media including; a wiki site as a place for teachers to recall information and be exposed to new information, and a video recording of the in-service for teachers to visit if information is forgotten. The wiki space included all the effective Smart Board resources that teachers may benefit from. We chose creating a wiki space in particular due to its versatility so we can include video tutorials and it provides teachers with an opportunity to post their comments, questions or exchange their lesson plans. Also it is easy to navigate and it is visually appealing, which enables us to organize our materials in a unique way to encourage teachers to visit this wiki when they encounter problems with their Smart Board. However, the main purpose of this wiki is a resource. The purpose of this page is for all BHS teachers to share and utilize Smart Board resources that will enhance their Smart Board classroom experience. The left side bar on the wiki includes links for all subject areas. They can click on their subject area link. They are able to add resources and links they have used and liked or try links out that others have shared. We felt that a Wiki where teachers could share resources was the most appropriate media selection because it solved the problem of teachers feeling a lack of resources and ideas. The URL of the Wiki Space we created is listed We called it the wiki BHS Tech page, because it was created for all the Barberton High School teachers, the logo that we used is the school logo. We chose to make it purple to represent Barberton colors. The navigation bar was put on the left for ease of use. Another selection of media was recording the in-service we provided on Smart Board Training at Barberton High School. On November 2nd, we gathered and helped teach Smart Board skills to 25 teachers at Barberton High School, while teaching this training session we recorded the session so the teaching would be available to all the teachers at BHS on the BHS wiki we created. This media

16 selection seemed appropriate versus previous methods of paper handouts or VHS/DVD copies for the teachers use. The teachers can access this recording anywhere where they have Internet to recall skills and terms that were covered in the training session on November 2nd. However, we did provide pdf format of all Smart Board basic functionality handouts on the wiki. Issues of message design The organization and presentation of the information and resources stated in the wiki started from the beginning skills of orienting the Smart Board then moved gradually to more advanced skills to make it easy for the teachers to track the instructions. The information provided to the teachers will benefit them at any stage of use of the Smart Board. The wiki will also benefit teachers who were not able to attend the in-service because of the easy layout of the wiki. One feature of the wiki that is set up to help all teachers includes the content specific pages. Teachers have the ability to share their activities and lesson plans they have created on the wiki to help other teachers see how beneficial the Smart Board can be in the classroom. As we know, teachers are our best resources. Instructional resources We provided a computer lab for the in-service which all have Smart Board software loaded on them and a Smart Board for the presentation and demonstration, plus computers that. Teachers were able to utilize the skills they were learning immediately on their own computer. We also provided handouts on the basic functionality of the Smart Board. These are the same documents that we posted on the Wiki page. We also included links which demonstrated in the instructions and found new links that teachers already use. Sometimes we have to let the lesson take a hold of us and listen to our students to discover the best resources and materials out there.

17 Functional instructional product The main purpose of the wiki is to enhance BHS teachers skills in utilizing Smart Board in their lessons proficiently; therefore, we offered a space for their questions, comments and to share their experiences. In addition we added the videotape that we recorded of the in service session and we included a variety of useful resources and tutorials that may stimulate the teachers use of the Smart Board. Assessment Plan In the wiki that we created, we included several resources that display the steps of using a variety of Smart Board activities. After we the teachers with the Wiki link to visit and post their questions and experience we are going to give them a survey to identify their opinions about the Wiki link, to which extent that was useful and to see whether or not that helped them to utilize Smart Board effectively in their lessons, which will enable us to develop or modify some areas in our Wiki spaces. Section 4 - Implementation Phase Implementation of project with the target audience Our project was implemented on November 2nd at Barberton High School during a teacher in-service day. Our target audience included 25 Barberton High School teachers who were previously surveyed on their skills and from the results lesson plans were created to meet the needs of the teachers in attendance. Richard Mehok led the 90-minute presentation, as Samantha Franchino, Jenna Schadle, and Marwah Alhamam assisted with paper handouts, video recording, evaluations, survey results and wiki creation. This first part of our implementation stage went very smoothly. During the presentation Rich covered all skills where teachers expressed they needed help from their surveys. Implementation

18 Our group determined the learning objectives from surveying the teachers and conducting informal discussions with the teachers. The learning objectives are listed below: Student will be able to orient the Smart Board with no assistance. Student will be able to open applications with no assistance. Student will be able to differentiate between Smart Board tools, pen, drawing objects etc. Student will be able to create and save a multiple-choice activity in Smart Board Notebook software. Student will be able to open a previously saved activity. Students will be able to copy or insert a saved object into Notebook software from the Internet or file location Students will be able to navigate the Internet using the Smart Board. Student will be able to write on the Smart Board, use character recognition and then save their document in Word. Student will be able to access and play videos via Smart Board. Students will be able to access and utilize interactive websites via Smart Board. To deliver the objectives we used a mixture of instructional strategies: lecture, note taking, demonstration, individual reflection, partner discussion and application of the concepts. To start the lesson we listed the learning objectives on the Smart Board for the learners to review. One of the goals for the in-service was to introduce the learners to the TPACK concept. We gave a brief overview of TPACK and how we were implementing TPACK into our lesson. We designed our learning objectives based from the teacher responses to content, pedagogy and learning objectives discussed with teachers

19 before the in-service training was conducted. The learners were given many resources to use after the in-service training. As we taught the lesson, we directed the learners to web sites that contained videos, how-to-instructions and interactive activities that they can access after the training. Also we created a wiki ( for the learners to use and contribute to once they crate activities that they would like to share with their colleagues. Lesson Plan and Learning Objectives - Student will be able to orient the Smart Board with no assistance. Student will be able to open applications with no assistance - Student will be able to differentiate between Smart Board tools, pen, drawing objects etc - Student will be able to create and save a multiple-choice activity in Smart Board Notebook software - Student will be able to open a previously saved activity - Students will be able to copy or insert a saved object into Notebook software from the Internet or file location - Students will be able to navigate the Internet using the Smart Board - Student will be able to write on the Smart Board, use character recognition and then save their document in Word - Student will be able to access and play videos via Smart Board. - Students will be able to access and utilize interactive websites via Smart Board - Lack of student engagement (pedagogical problem) - Effective research techniques (objective problem)

20 - Differentiated learning, different learning modalities (pedagogical problems) - Science, condensation, sublimation (objective problem) - Enrichment vs. Re-taught (pedagogical problem) o Open learning objectives (8:00-8:10) Use screen shade o Student will be able to orient the Smart Board with no assistance. (8:10 8:12) Have student orient the Smart Board o Student will be able to open applications with no assistance. (8:12 8:20) Have next student open IE, MS Word, PowerPoint etc. o Student will be able to differentiate between Smart Board tools, pen, drawing objects. etc. (8:20 8:30) Pick several objects (square, pen, circle, erase) and use them Double click Smart Board icon by clock Add and remove tools, add Shade and Spotlight Student will be able to create and save a multiple-choice activity in Smart Board Notebook software. Open Matching/Multiple choice exercise Show how to edit Save as new activity o Student will be able to open a previously saved activity. (8:30 8:40) Open up hangman in my documents

21 Search for Jeopardy o Internet Explorer pick a research topic break down into small groups and discuss and explore sites would this be an effective source for this research topic. (8:40 8:45) Student searches a topic and we discuss how to determine if the source is creditable o Students will be able to navigate the Internet using the Smart Board. (8:45 8:50) Each group will take turns writing their group reflections on the Smart Board. Save reflections. o Students will be able to copy or insert a saved object into Notebook software from the Internet or file location (8:50 9:00) Search Google for USA map Copy paste into Notebook and Word Add to the map o Student will be able to write on the Smart Board, use character recognition and then save their document in Word. (9:00 9:05) Open sentences Edit doc and use character recognition o Student will be able to access and play videos via Smart Board. (9:05 9:10)

22 Using Internet Explorer we will show a 2 minute video from o Students will be able to access and utilize interactive websites via Smart Board. (9:10 9:15) o Ask participants for an educational objective that they would like to create an interactive activity on the Smart Board. (9:15 9:30) Description of implementation timeline - October 20th a survey was sent to teachers planning on attending the Smart Board In-service so we could develop a lesson plan according to the needs of our target audience. - October 28th results received, lesson prepared. - On November 2nd, we instructed Barberton HS teachers at a teacher in-service for 90 minutes from 8:00-9:30AM. o Learning Objectives (8:00-8:10) o Student will orient Smart Board with no assistance (8:10-8:12) o Student will be able to open application with no assistance (8:12-8:20) o Student will be able to differentiate between Smart Board Tools including pens, drawing objects as well as create and save a multiple-choice activity in Smart Board Notebook Software (8:20-8:30) o Student will open a previously saved activity (8:30-8:40)

23 o Student will search Internet Explorer- pick a research topic- break down into small groups and discuss and explore sites- exploring if this would be an effective source for research (8:40-8:45) o Student will be able to write on Smart Board, use character recognition, and then save their document in word (9:00-9:05) o Student will be able to access and play videos via Smart Board (9:05-9:10) o Student will be able to access and utilize interactive websites via Smart Board (9:10-9:15) o Ask participants for educational objective that they would like to created an interactive activity on the Smart Board (9:15-9:30) - November 2nd a Barberton high school wiki was created for teachers to utilize by accessing Smart Board documents and videos, uploading lessons to share with other teachers, and creating a discussion board for Smart Board questions and comments. Since the teacher inservice all Barberton high school teachers have access to the BHS wiki and are able to share their lesson plans with other teachers in the same content. It is a great tool for teachers to utilize as they use the smart board. Description of implementation process The implementation process went very smoothly. We had to act quickly from the initial survey to create a lesson to meet the needs of the audience. One challenge included the variation of skill of the target audience. Some teachers used their Smart Boards daily with the tools and Smart Board Notebook Software while other teachers just use their Smart Board as a glorified projector weekly. According to

24 the analysis we had many teachers adjust their instruction after the in-service utilizing more of the tools to enhance instruction. One of our goals was to have teachers create an objective they need to teach, then use the Smart Board to help achieve the goal of learning. Utilizing the tools correctly and properly will help teachers and students achieve these objectives. Again some teachers were there to learn how to turn on the Smart Board while other teachers wanted to utilize the Smart Board software and more challenging tools. This led to a gap in learning for some of the audience. Recommendations for changes Although the in-service went very smoothly, there is always room for improvement. I think the degree of skill difference made it difficult to meet the needs of individual learners. For a future in-service two Smart Board training sessions could be offered Smart Board I and Smart Board II. This could help meet the needs of specific learners. At Barberton High School they are having a second in-service in February and there has already been some plans for an advanced Smart Board class for those teachers who already understand the use of tools and want a more intense session of Smart Board training. A second recommendation would be for the administration to hold teachers accountable and possibly require the teachers to utilize their Smart Board training and post a lesson they used on the BHS wiki. This may be too demanding for the teachers, but it also could really help other teachers understand how the Smart Board can enhance instruction. Section 5 - Evaluation Phase Implementation of evaluation plan: We constructed a survey and gave it to our target audience who were teachers who attended the in service session. The purpose of the this survey was to assess the effectiveness of both the Smart Board

25 in service session and the Wiki (BHS Tech page) that we created for the BHS teachers with the purpose of improving their strategies of Smart Board integration in their lessons. Therefore, we gave teachers this survey after two weeks of the implementation day. Through the survey we hoped we could get some suggestions that could help us to modify and develop some areas of the BHS Tech page Wiki. Therefore, we made the last question of the survey an openended question to see what teachers would like to see added to the BHS Tech Wiki. Some teachers wrote that they would like to see more activities and new ideas of implementing Smart Board in the classroom. Collection of formative evaluation data Unfortunately just 20% of the teachers reviewed the Wiki link, which contains a lot of useful resources that would develop the teachers performance in Smart Board integration. However, through analyzing the survey responses we found that all the BHS teachers benefited from the in-service session and learned a lot of useful activities. Maybe teachers did not get a chance to review the Wiki but we are sure that most of them will do that soon when they hear about it effectiveness from their co-workers. Assessment and interpretation of formative evaluation data The survey conveyed successful results toward the great impact of the in-service session on their performance while they ignored to visit the BHS Tech Wiki. By analyzing the survey responses we realized that teachers applied most of the activities that Rich showed through the implementation day and that can be interpreted as a successful obtaining of our ultimate goal which is helping teachers to use the Smart Board proficiently in their classroom. Summary

26 During each step in the ADDIE model we discovered how each phase impacted the next. The five phases Analysis, Design, Development, Implementation, and Evaluation helped guide us through the instructional problem solving process. We also realized that sometimes more than one phase was occurring at a time. For example, it wasn t until the implementation phase we discussed an additional need of our target group. Discovering needs normally happens in the analysis phase. We learned that it is okay for this, in fact to ensure that we are thoroughly solving the instructional problem we must be open to moving from phase to phase, forwards and backwards. In the end we feel that we have definitely made an impact on the BHS teachers. We believe we have opened their eyes to how the Smart Board can not only be a great teaching tool but increase student engagement and learning as a whole.