Project 02: SmartBoard Interactive Training PD Plan
In this project, a comprehensive needs analysis was conducted to identify the necessity and demand for SmartBoard interactive training among secondary educators. Through surveys and focus group discussions, teachers shared insights into their current proficiency, challenges, and frequency of use regarding SmartBoard technology. Findings indicated a need for targeted professional development, as many teachers expressed unfamiliarity with SmartBoard's interactive features and requested practical, hands-on guidance. This analysis informed the development of tailored SmartBoard workshops designed to boost teachers’ instructional confidence and classroom interactivity.
Proposed Solution
A thorough needs analysis was conducted to determine the current state of SmartBoard usage and the professional development needs of secondary educators. The process included surveys and focus group discussions with teachers from various content areas and experience levels. These tools were used to gather both quantitative and qualitative data on educators’ existing knowledge, comfort level, and frequency of SmartBoard use in their classrooms.
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The analysis revealed that while many teachers have access to SmartBoard technology, there is a significant gap in their ability to utilize its interactive features effectively. Participants frequently cited limited training, a lack of confidence, and minimal exposure to hands-on instruction as barriers to implementation. In particular, teachers expressed a desire for practical, application-based training that would directly support their instructional goals.
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This feedback highlighted a clear demand for targeted professional development that goes beyond basic functionality and instead focuses on interactive, engaging, and curriculum-aligned uses of the SmartBoard. The insights gained from this needs analysis directly informed the design of the proposed solution: a series of differentiated, hands-on workshops tailored to address the specific challenges and learning preferences identified by educators.