CBAM
ISLT 9475: Diffusion of Educational Innovations
Submitted by: Jeanie Strain
CBAM Project
Concerns-Based Adoption Model applied to Inquiry-Based Learning
Part 1: Innovation Configuration Checklist
Part 1A: Information Sources- I chose to study the SMARTBoard innovation and
how well it has diffused into the fifth grade classrooms and curriculum. The three
teachers I consulted for this project are fifth grade level teachers. One is a
communication arts teacher (English and reading), one is a math/science teacher,
and one is a computer technology exploratory teacher. Much of the information
for the innovation configuration checklist was obtained from the teachers and the
following website.
http://www.techlearning.com/article/ten-ways-to-get-smart-withsmartboard/43707
This website has some very good ideas on uses for the SMARTboard. The
activities mentioned in the article are easy to apply to every type of subject
matter, which made it relevant to each of the teachers I chose for the project.
The science teacher thought the use of Discovery Education videos was helpful to
give examples in different science topics. The English Language Arts teacher liked
the idea of graphic organizers and grammar games with the whole class. I have
observed that not all teachers use the SMARTBoard in the same way, but each
one can find a useful interactive way of incorporating into his/her classroom to
motivate the students and appeal to their interest in technology. I also have
observed that the more accessible the SMARTBoard is to both teacher and
students, the more it is used in the classroom.
Part 1B: Innovation Configuration Checklist Drafts
My first checklist was created based on my own ideas of what I felt were
important with the use of the SMARTBoard in a fifth grade classroom.
INNOVATION CONFIGUARATION CHECKLIST (Draft 1)
Component
Optimal
Acceptable
Unacceptable
Location of
SMARTBoard in
the Classroom
The SMARTBoard is
permanently mounted
on the wall in the
classroom.
The SMARTBoard is not
mounted on the wall,
but is in the classroom
room at all times.
The SMARTBoard is not
a permanent fixture in
the classroom and is
shared between
classrooms.
Location of
projector
The projector is
mounted on the ceiling.
The projector is
mounted on the ceiling
but is very low.
The projector is not
mounted on the ceiling
at all.
SMARTBoard is used at
least 4 out of 5 days
during the week.
The SMARTBoard is
The SMARTBoard is
used at least 2 to 3 days used 0-1 day during the
during the week.
week.
Over three hours in
excess of mandated
training hours.
2-3 hours in excess of
mandated training
hours.
Frequency of Use
during Instruction
Training
Experiences
Mandated training
hours only.
After reviewing my first configuration draft and speaking to the teachers I
added arrangement of room as a new component. Everyone agreed that the
room arrangement was an essential part of using the SMARTBoard effectively.
The less distraction in the classroom with moving seats, the easier it was to
incorporate the innovation.
INNOVATION CONFIGUARATION CHECKLIST (Draft 2)
Component
Optimal
Acceptable
Unacceptable
Location of
SMARTBoard in
the Classroom
The SMARTBoard is
permanently mounted
on the wall in the
classroom.
The SMARTBoard is not
mounted on the wall,
but is in the classroom
room at all times.
Location of
projector
The projector is
mounted on the ceiling.
The projector is
mounted on the ceiling
but is very low.
The SMARTBoard is not
a permanent fixture in
the classroom and is
shared between
classrooms.
The projector is not
mounted on the ceiling
at all.
Frequency of use
during Instruction
SMARTBoard is used at
least 4 out of 5 days
during the week.
The SMARTBoard is
used at least 2 to 3 days
during the week.
The SMARTBoard is
used 0-1 day during the
week.
2-3 hours in excess of
mandated training
hours.
Mandated training
hours only.
SMARTBoard is
mounted in the room
where few seats must
be moved for viewing.
SMARTBoard is set up
with poor viewing and
students must move
seats to view.
Over three hours in
Training Experiences excess of mandated
training hours.
Arrangement of
room.
SMARTBoard is
mounted in the room
for optimal viewing.
The component, Types of Uses, was added to the final innovation
configuration checklist. The teachers felt it was very important to establish the
use of the SMARTBoard as an interactive useful tool instead of a replacement to
the whiteboard, or as a large screen projector for videos. Although the
SMARTBoard can be for both of those reasons, it was intended, and teachers are
trained to use it, as a teaching tool to enhance the learning experience.
Part 1C: Innovation Configuration Checklist- Final
INNOVATION CONFIGUARATION CHECKLIST (Final)
Component
Optimal
Acceptable
Unacceptable
Location of
SMARTBoard in
the Classroom
The SMARTBoard is
permanently mounted
on the wall in the
classroom.
The SMARTBoard is not
mounted on the wall,
but is in the classroom
room at all times.
The SMARTBoard is not
a permanent fixture in
the classroom and is
shared between
classrooms.
Location of
projector
The projector is
mounted on the ceiling.
The projector is
mounted on the ceiling
but is very low.
The projector is not
mounted on the ceiling
at all.
The SMARTBoard is
used at least 2 to 3 days
during the week.
2-3 hours in excess of
mandated training
hours.
SMARTBoard is
mounted in the room
where few seats must
be moved for viewing.
SMARTBoard is used as
primarily as a wipe off
board or projector.
The SMARTBoard is
used 0-1 day during the
week.
Mandated training
hours only.
SMARTBoard is used at
least 4 out of 5 days
during the week.
Over three hours in
Training Experiences excess of mandated
training hours.
SMARTBoard is
mounted in the room
Arrangement of
for optimal viewing.
room.
Frequency of use
during Instruction
Types of Uses
SMARTBoard is used for
interactive lessons to
supplement the
curriculum.
SMARTBoard is set up
with poor viewing and
students must move
seats to view.
SMARTBoard is not used
at all.
Part 2: Data Collection using Innovation Configuration Checklist
The Innovation Configuration Checklist was used with three teachers in a
middle school building. One teacher teaches math/science; one teaches
English/Language Arts; and one teaches computer technology exploratory classes.
All three teachers work with fifth grade students
The fifth grade math/science teacher ranked in the optimal and acceptable
ranges of most of the components on the checklist. The location of the
SMARTBoard and projector were in optimal range with each being mounted to
the wall and ceiling. The students were all arranged for optimum viewing as well.
The amount of instructional time and type of activities used falls in the acceptable
range. He tends to be less comfortable with technology and could be termed as a
late adopter when it comes to implementing new technology components. With
that being stated, he is very agreeable and when he sees the advantage to new
concepts and when he feels comfortable with the tools is quite proficient with
using them. He has had district training on the uses and tools of SMARTBoard,
but ranked in the unacceptable range of the Training Experience component. In
the district, new SMARTBOARD users are required to attend 8 hours of
SMARTBoard training. In subsequent years, teachers are required to only attend
3 hours of training, which does not have to include SMARTBoard training. This
teacher attends only the minimal requirements and does not seek outside
resources.
The English/Language Arts (ELA) teacher ranked the SMARTBoard in the
optimal range for every category of the checklist. She is a fairly new teacher with
a great deal of experience with technology. She is considered an opinion leader
as well. The SMARTBoard is mounted on the wall and the projector is
permanently mounted on the ceiling. The students were all positioned with
optimal viewing of the board. The ELA teacher has completed her “new”
SMARTBoard user training, but continues to search for better SMARTBoard
practices by attending optional training events offered by the district technology
department. The SMARTBoard activities include videos, whiteboard note taking
lessons as well as self-created interactive lessons that give the students practice
and enrichment in ELA concepts on a daily basis.
The computer technology exploratory teacher sees a total of approximately
75 fifth grade students for a 40- minute period a day. Each student computer is
positioned in an optimal place to see the SMARTBoard that is mounted to the wall
with a permanent projector mounted to the ceiling. The checklist indicated the
frequency of use is in the optimal range with it being used on a daily, even hourly
basis. The training was also optimal with this teacher actually being an instructor
for some of the district training events. She attends professional development
opportunities in the field of technology where she stays current in SMARTBoard
and other technology practices. The Types of Uses for the SMARTBoard ranked in
the acceptable range. In this classroom, it was primarily used as a projector and
more of an interactive board for the teacher to demonstrate tools and techniques
for using the software. I quickly realized that the SMARTBoard really is not the
focus when the students have their own PC to use and interact with personally.
The core curriculum educators with 2 computers in each room really need the
SMARTBoard to engage the students in technology.
Part 3: Stages of Concerns
In order to identify the stages of concerns I used an open ended question
with the math/science teacher and the English/Language Arts teacher. The
question was “What are your concerns for fully implementing the SMARTBoard in
your classroom?” Both of the teachers had similar concerns. The two core
subject teachers said their biggest concern was actually having the time and to
create lessons that were more interactive and used the SMARTBoard to its full
potential. The math/science teacher felt like he didn’t know how to manipulate
all the tools; however, the English/Language Arts teacher did feel comfortable
with the tools and components of the software. They both felt the SMARTBoard
had many uses and to fully implement it into the classroom required training and
practice. The final thought for both of them was that they really enjoyed using it
and it made the students become more engaged in the lesson, even when it was
used to show a video on the large screen or as a whiteboard for taking notes or
showing images from the web or the SMARTBoard gallery. I conducted a face to
face interview with the computer technology teacher. This teacher used her
SMARTBoard in a much different way than the core teachers. I observed her
using it as a way to project directions and show exact steps in how to manipulate
the software loaded on each computer. I was very easy to have the kids watch
each step and then perform it on their own computer. It gave the teacher a
smoother lesson that didn’t require her going around the room to monitor each
computer screen and answer student questions. The computer teacher also said
she used the SMARTBoard to show student projects. This allowed each student
to see them at one time.
Part 4: Level of Use of the Innovation
All three teachers indicated the usefulness of the SMARTBoard in their
classroom. They all had positive comments about how the students respond to
using it and viewing things on it. The less experienced SMARTBoard user in the
group said that the students often tell him how to use the tools. The current fifth
graders have been in classrooms with SMARTBoards for the past 3 years. The
more experienced user enjoys creating lessons, especially review or re-teaching
activities. The computer technology teacher stated that she actually covers more
technology with the students because the SMARTBoard makes it easier to present
software and programs for activities and projects. The students are in computer
technology class for seven weeks.
Final Thoughts: The SMARTBoard innovation is becoming second a fixture in
classrooms that are useful and motivating to students. The software and
activities for using the tools to enhance the curriculum are becoming more
available each year. I feel that the teachers I studied in this project reflect the
majority of my building. There are always a range of people from early adopters
to laggards. The more training and ease of use, the more the innovation will be
used.