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Following a visit to The United States, Steph Lennon, Interactive Whiteboard Consultant, provides a fascinating insight into the developing use of interactive whiteboards in the classroom.
If you ever heard the term ‘EMINTS’ you would be forgiven for assuming it was a packet of virtual polos or extra strong mints. EMINTS (Enhancing Missouri’s Instructional Networked Teaching Strategies) is a growing project in America that involves training and support in the use of interactive technologies in the classroom.
I came across this project following an educational visit to SMART Technologies in Canada where I had the opportunity to speak with teachers and district staff from the state of Missouri. They explained how they have implemented the whole state program for integrating interactive technologies in classrooms.
During February 2004 the state of Missouri developed a programme, which would link inquiry-based teaching with technology. The department of elementary and secondary education sponsored EMINTS and their main aim was to transform classrooms in to places of learning where teachers and pupils use multimedia technology to better understand the world, work together and achieve new and higher levels.
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The initiative in Missouri involved 1000 schools and had an impact on 22,500 pupils which, to put in context, is a similar size to the National Whiteboard Network that is running across the UK. The project focused on creating a technology rich environment that promotes individual discovery and collaborative investigation. It has three main goals:-
Within the program there was a huge emphasis of ensuring the use of technology was student centred and moved away from a typical teacher centred approach.
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Similar to those schools across the UK who are involved with various Interactive Whiteboard initiatives, classrooms in Missouri were equipped with the following; · 1 computer for every 2 students · 1 teacher laptop · 1 teacher workstation · 1 Smartboard and projector · A printer · A scanner · A digital camera · Internet connectivity
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The teachers involved in this programme were also issued with limited software (Microsoft Office, SMART Notebook and mind mapping software). This was a deliberate move to ensure that the teachers became very familiar with this small selection of software and used them very well rather than being overwhelmed with a plethora of programs that they would not use so well.
By becoming part of the initiative the teachers had to complete a CPD programme which took place over a 2-year period.
During year 1, teachers had 100 hours out of school training, which took place out of school time. They also had four supply days that was spent with their mentor.
During year 2 the number of hours training reduced to 75 and they had two supply days.
It was stressed that the support the teachers received during the programme was very good and part of this was due to the mentor visiting the class and working with the teacher every two weeks. Teachers also had access to online support if they needed it.
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The programme has undergone rigorous evaluation and has been recognised by the US Department of Education as a key strategy in helping schools and districts to meet the ‘No Child Left Behind’ legislation. (http://www.whitehouse.gov/news/reports/no-child-left-behind.html) The analysis of three years of pupil data show that on average children were performing at higher levels when compared with pupils in schools that were not enrolled in the EMINTS classroom. It was also felt that those pupils who were registered for free school meals were also achieving higher results in EMINTS classrooms than those who were not. These impressive facts and the recognition from the US education department have spurred other districts and states in America to enrol in the EMINTS programme. |
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The teachers that our group spoke with were extremely positive about the sustained CPD and the classroom visits which were implemented by school based teams. Teachers said that they thought it was also very successful as the programme provided a range of post training mentoring programmes designed to suit each individuals’ needs.
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A recent study showed that
people who attended a training course retained 5% of the information
compared with 80 - 90% of support though coaching and mentoring (see
diagram below). This resulted in increased confidence in the teachers,
which ultimately had an impact on raising standards as teachers were given
this level of support in their classroom during the school day. As a result of the success of the programme, a national centre for EMINTS has been created in the state of Missouri which functions as a basic resource centre and a place that enables collaboration between EMINTS staff. Further information about the EMINTS programme can be found at http://www.emints.org/. Diagram illustrates the level of retention of information on both the teachers’ ability to remember things and their classroom application through various methods |
