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Middle Level Special Education Teachers' Adoption of Interactive Whiteboards in Social Studies Instruction
PROCEEDINGS

, , Lehigh University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Interactive whiteboards (IWBs) are rapidly becoming standard features in American classrooms. Teacher training practices for using IWBs and other tools typically focus on the technology rather than teaching, and are consequently ineffective. This study examines five middle level special educators’ use of interactive whiteboards (IWBs) before and after an experimental, content-focused technology integration training program. The training addressed teachers’ use of IWBs in social studies instruction, specifically geography and history lessons. Data sources include observation, interview, and analysis of instructional planning documents. Data collection is on-going, and analysis of the preliminary stages suggests opportunities for tremendous improvement in the quantity and quality of teachers’ use.

Citation

Rosenblum, R. & Hammond, T. (2015). Middle Level Special Education Teachers' Adoption of Interactive Whiteboards in Social Studies Instruction. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2992-2999). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2019 from .

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