McDaniel 1 Mary K. McDaniel Edu214 Dr. Joni Flowers 28 October 2013 Emerging Technologies Many new emerging technologies are on the horizon that will benefit education. I feel that Smart Boards have the greatest impact with benefiting education in schools today and for the future, Smart Boards are exactly like white boards in classrooms when it comes to the look of, the boards, but there is a catch. Smart Boards are interactive and need no erases. In the mid 1970’s Smart Boards were brought into classrooms originally for students with disabilities. But over the years Smart Boards have been placed in over half of the schools in the country. Now, bby presenting instruction in an interactive form with features such as sound, animation, and video recordings, this grabs a student’s attention and keeps them on task more than just a textbook with words. Being used only by one students at a time, there are; green, red, blue, and yellow electric pens that show up on the screen as you pick them up to write, Working in small groups with sight reading on the Smart Boards is among the most common activity and has the best results according to (Gast & Winterling, 1992 ; Hall, Schus-ter, Wolery, Gast, & Doyle,1992, 1999;Werts, Wolery, Holcombe, & Gast,1995; Wolery,Doyle, Ault, & Gast,1992). Along with going up to the Smart Board itself and participating there is also remotes that each students may have to click in answers from their desk. The teacher has access to each remote and can also tell which student has or hasn’t answered in. Being that teachers have more than a few students in each classroom having one screen that you have know you can look at andMcDaniel 2 see if students are understanding the material by their answer and the work they have shown is way easier than struggling to run around the room to check each paper. Students are way more entertained when you have digital pictures as well. When you click on the answer and fireworks go off for the correct answer to tapping the time clock to start a game, when you make things physical you will get more effort out of a student. ‘The reasons that I selected Smart Boards as my emerging technology are because each classroom deserves one to help all students learn, To keep a student’s attention is a major problem when it comes to teaching and this is a perfect way to keep it. I, myself like to interact with each lesson and for me doing something physical and it always kept me awake. Smart Boards are on the horizon to benefiting each student in each classroom trust me. ORIGINAL PAPER Impact of SMART Board Technology: An Investigation of Sight Word Reading and Observational Learning Linda C. Mechling z David L. Gast zg Kerstin Krupa Published onlin: 9 March 2007 Springer SeienceBusiness Mia, LLC 2007 Abstract The effects of SMART Board technology, an interactive electronic whiteboard, and a 3s constant time delay (CTD) provedure was evaluated for teach- ing sight word reading to students with moderate intellectual disabilties within a small group arrang- ‘ment. A multiple probe design across three word sets. ‘and replicated with three students was used to evaluate the effectiveness of ‘SMART Board technology on: (a) _Teading target grocery words; (b) matching grocery ‘tem photos fo target grocery words; (c) reading other ‘students? target grocery words through observationallan McDaniel 3 earning; and (4) matching grocery item photos to observational grocery words. Results support use of this tool to teach multiple students at one time and its effects on observational learning of non-target ‘information. Keywords SMART Board Observational learning, Small group instruction Sight word reading Interactive white board Computer assisted instruction Computer-assisted instr ution (CAD) has been used extensively to teach student with disabilities since its emergence in the mid-1970s (Okolo, Bahr, & Rieth, 1993 ). CAI has been shown to increase ‘motivation, attention, and time on task (Okolo ct al.) by presenting instruction in an interactive ‘medium with features such as sound, animation, and video recordings. Pre-reading (Boone, Higgins, ‘Notari, & Stump, 1996 and reading skills have been ‘among those taught to persons with disabilities using CAT (Heimann, Nelson, Tjus, & Gillberg, 1995 Williams, Wright, Callaghan, & Coughlan, 2002 ) including phonological awareness (Tus, Heimann, & Nelson, 1998 ) and sight word recognition (Baumgart ‘& VanWalleghem, 1987 Brewer, White, & Brand, 1991-1992 Conners, 1990 sCuvosiKlatt, 1992 Farmer, Klein, & Bryson, 1992 ; Mechling, 2004 ‘Mechling & Gast, 2003; 3 Thorkildsen & Friedman, 1986McDaniel 4 x ). Recently, Coleman-Mar Y ‘tin, Heller, Cihak, and Irvine ( 2005 ) delivered the Nonverbal Reading Approach (NRA) through computer-assisted instruction where students independently practiced decoding and word identification, while Lee and Vail ( 2005 ) taught sight words and incidental information ‘via computer-based instruction. ‘Although demonstrated to be an effective teaching tool, to date, most CAT is used by one student at a time (Okolo et a., 1993 ). Delivery of instruction in a lab format, shortages of equipment, and the nature of the small Computer screen contribute to this individ ‘ual approach even though research has shown that ‘working on computers can promote social interac~ tions when proper physical and social arrangements are made (Judge, 2001 ) Work Cited © http://web.ebscohost.com.ezproxy.library.csn.edu/ehost/pdfviewer/pdfviewer?sid =34896d46-fc7e-439c-a219-743f2a27acda%40sessionmegrl | 0&vid=7&hid=118 ‘© Mechling, Linda C.; Gast, David L; Krupa, Kristin. Journal of Autism and Developmental Disorders, v37 n10 p1869-1882 Nov 2007. (E1777809) * http://Aweb.ebscohost.com.ezproxy library.csn.edu/ehost/search/basic?sid=34896d 46-fe7e-439c-a219-743f2a2 Taeda%40sessionmgr] 1 0&vid=1 &hid=118