Although my first reaction (many years ago) to interactive white boards in schools was positive, I came to realize through various experiences that the teacher is the key in the implementation of any new technology…and that imposing solutions from central office can sometimes have a deleterious effect on quality of implementation.

It is a hard lesson to learn, even when learned, hard to convey to others who are captured by the desire to quickly improve classroom instruction. ETalbert cites research to support the point that the teacher is the key, that 70 hours of professional learning is needed for them to become effective. If so, it means we need teachers to be obsessed with learning and using new technologies amidst the myriad duties they have. Will it happen?

Yes, but not in the systemic way school district officials may want.

• TalbertsTechTalk: Interactive Whiteboards – Time for Reflection and Discussion (2)

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  • ” … it seems that a key finding is being ignored: “Such a carefully designed rollout, featuring extensive professional development and ongoing support services, does not always occur when districts decide to put the whiteboards in classrooms, critics say.” This correlates strongly with the research findings in “Professional Learning in the Learning Profession” (http://www.srnleads.org/resources/publications/pdf/nsdc_profdev_short_report.pdf) that job embedded, long term, intensive professional development (70 hours or more) is needed to support significant change in teacher practice.

  • The thing that makes Interactive Whiteboards work, when they work, is a teacher who is willing and able to support collaboration and interaction. What people forget is that at the heart of teaching is a teacher, and these are not interchangeable parts (see The Widget Effect: http://widgeteffect.org/). I would so much rather districts invested in teacher development than expensive widgets. Treat the widgets like interchangeable widgets and strong teachers like the irreplaceable human capital that they are. “

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