MHS Library got a little smarter this summer

How you ask?  Well, we purchased a SmartBoard and projector.  Intended for group use, this unit will provide a collaborative tool for students and staff.  Here's the full-blown rationale for our purchase.  Watch for an update later this school year as we explore using this new tool.

How is curriculum driving the need for this technology?

A SmartBoard in the library for small group usage by students supports the following Characteristics of Effective Instruction: 

Student-Centered Classrooms:  Students are directly involved and invested in the discovery of their own knowledge. Through collaboration and cooperation with others, students engage in experiential learning which is authentic, holistic, and challenging. Students are empowered to use prior knowledge to construct new learning and develop meta cognitive processes to reflect on their thinking.

Teaching for Understanding:  Students engage in a variety of thought-provoking activities such as explaining, finding evidence and examples, generalizing, applying, making analogies, and representing the topic in new ways. 

Rigor and Relevance:  Content is linked to core concepts or skills and requires authentic work, discipline-specific methods, and applying what is known or being learned to solve complex problems. Involves use of prior knowledge, development of in-depth understanding, and the ability to develop and express ideas and findings through elaborated communication.  (Characteristics of Effective)

Iowa Core Curriculum:  Essential concepts and/or skills for Technology Literacy:  “Students use digital media and environments to communicate and work collaboratively” (Technology Literacy: 21st).

SIOP:  Offers a modality to present and interact with information in a group setting in multiple formats.

Where will the technology be housed?  The SmartBoard will be installed in Library for small group collaborative work.

 

Who will have access to the technology?  Students on individual visits to library requiring large display; student groups collaboratively working on a project; teacher with students for instruction; groups of teachers for collaboration.

How will technology be managed?  Librarian and library staff will supervise (screen is facing library room) and assist usage. 

What data are you using to supporting this request?

Observation:  Multiple classes utilize group work to foster collaboration and student-centered learning.  Students are often seen crowding around one computer to complete a group project.  Literature reflects increased student engagement and achievement.

How will the implementation of this technology have a positive impact on student achievement?

1.      Increase student motivation
2.      Increase student engagement
3.      Increase student achievement
4.      Increase collaboration (students and teachers)

What research has been reviewed to support the need for this request / technology?

1.      IWBs appear to increase student motivation and engagement (Gill and Islam).
2.      IWBs appear to increase achievement (Marzano).
3.      IWBs must be used thoughtfully to achieve points 1 and 2 (Marzano). 
4.      IWBs invite collaboration through social interaction and communication (Giles).
5.      IWBs offer multimedia and multi-sensory learning tool, enlarged text, visual surface, and kinesthetic learning (Smith).
6.      Literature reviewed:

a.       “Characteristics of Effective Instruction.” Iowa Department of Education. State of Iowa, 2011. Web. 7 Mar. 2012. <http://educateiowa.gov/‌index.php?option=com_content&view=article&id=2102&Itemid=4605>.

b.      Giles, Rebecca M, and Edward L Shaw. “SMART Boards rock! When knowledge about rock types is paired with interactive whiteboards for introductory instruction, the combination is an ideal fit for children and teachers.” Science and Children 49.4 (2011): 36. General OneFile. Web. 6 Mar. 2012. <http://go.galegroup.com/‌ps/‌i.do?id=GALE%7CA274521283&v=2.1&u=4104mtnhs&it=r&p=GPS&sw=w>.

c.       Gill, Sharon Ruth, and Chhanda Islam. “Shared Reading Goes High-Tech.” Reading Teacher 65.3 (2011): 224. General OneFile. Web. 6 Mar. 2012. <http://go.galegroup.com/‌ps/‌i.do?id=GALE%7CA275575251&v=2.1&u=4104mtnhs&it=r&p=GPS&sw=w>.

d.      Marzano, Robert J. “Teaching with Interactive Whiteboards.” Educational Leadership (Nov. 2009): 80-82. ASCD. Web. 7 Mar. 2012. <http://www.ascd.org/‌publications/‌educational-leadership/‌nov09/‌vol67/‌num03/‌Teaching-with-Interactive-Whiteboards.aspx>.

e.       Smith, Heather J, et al. “Interactive Whiteboards: Boon or Bandwagon?” Journal of Computer Assisted Learning 21 (2005): 91-101. Boise State University. Web. 7 Mar. 2012. <http://edtech2.boisestate.edu/‌spechtp/‌551/‌IWB_Boon_Bandwagon.pdf>.

f.       “Technology Literacy: 21st Century Skills.” Iowa Department of Education. State of Iowa, 2011. Web. 7 Mar. 2012. <http://educateiowa.gov/‌index.php?option=com_content&view=article&id=2484&Itemid=4600>.