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A Case Study of an Interactive Whiteboard District-Wide Technology Initiative Into Middle School Classrooms

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dc.contributor.advisor Norton, Priscilla
dc.contributor.author Gruber, Barbara
dc.creator Gruber, Barbara
dc.date 2011-05-02
dc.date.accessioned 2011-05-12T15:38:55Z
dc.date.available NO_RESTRICTION en_US
dc.date.available 2011-05-12T15:38:55Z
dc.date.issued 2011-05-12
dc.identifier.uri https://hdl.handle.net/1920/6309
dc.description.abstract This study examined the impact that a district-wide technology initiative involving interactive whiteboards had on teachers’ attitudes, beliefs, and practices and whether this impact was consistent with the overall goals of the initiative. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as its framework, this case study using a mixed methods design examined a district-wide interactive whiteboard technology initiative in middle schools. This study occurred in two phases. Phase one occurred during the semesters when the initiative occurred and captured data that described how the initiative manifested itself in teachers’ attitudes, beliefs, and instructional practices. This was followed 18 months later by phase two which captured data that examined the intent of the initiative and how this intent was interpreted by all stakeholders. Combining a quantitative and qualitative analysis of the data provided a more complete representation of how a district-wide technology initiative involving Promethean boards manifested itself in the classroom, how its intent was interpreted by multiple stakeholders, and possible reasons why the initiative manifested the way it did. Findings of this study examined patterns of use that emerged when a district-level Promethean board initiative was implemented, teachers’ attitudes and beliefs related to the initiative, contextual influences on adoption of the innovation, and factors of social influence which impacted the initiative. The first goal established by the district for use of the Promethean board was generally met with some variations at the school and individual levels. However, the second goal directed at student achievement was poorly communicated and largely unmet. Patterns of use and teacher attitudes and beliefs were most strongly reflected in and influenced by four factors: professional development, school-based leadership, communication channels, and peer interactions. Together, these four factors were identified as the primary influences in the initiative’s successes and limitations.
dc.language.iso en
dc.subject innovation en_US
dc.subject technology initiative en_US
dc.subject interactive whiteboard en_US
dc.title A Case Study of an Interactive Whiteboard District-Wide Technology Initiative Into Middle School Classrooms
dc.type Dissertation
thesis.degree.name PhD in Education en_US
thesis.degree.level Doctoral
thesis.degree.discipline Education
thesis.degree.grantor George Mason University


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