Mimio Interactive Technology that is portable and afforable than SmartBoard.

1. November 30, 2011

2. CLASSROOM TEACHERS’
NEEDS: MIMIO IS MEETING THIS NEED BY:
 To make learning more • ONLINE SELF GUIDED TRAINING AVAILABLE
BASED ON YOUR SCHEDULE
engaging for students, with
technology that makes it easier • RETRIEVING LESSONS IN CONTENT AREAS FOR
TEACHERS ACCESS ON THE WEB
for teachers to do what they • TO CHAT ONLINE WITH OTHER TEACHERS BY
GRADE AND SUBJECT AREA THROUGH MIMIO
do best – teach CONNECT: INTERACTIVE TEACHING
COMMUNITY
 Boring note taking to
interesting lessons on
whiteboard
 Affordable wireless
equipment options for
teachers to add on to Mimio
Interactive Technology

3.  Designed by MIT creative thinkers. They
used engineering problem/solution
methodology
 Many of the contributors to this volume are
interested in understanding the processes of
learning and teaching mediated by whole-
class interactive technologies, for example
considering the ways in which interactive
whiteboards (IWBs) are entering into and
resourcing classroom practices (Littleton,
2101).
 The study results indicated that, in general,
using interactive whiteboards was associated
with a 16 percentile point gain in student
achievement. This means that we can expect
a student at the 50th percentile in a
classroom without the technology to increase
to the 66th percentile in a classroom using
whiteboards (Marzano, 2009).

4. HTTP://WWW.FAQS.ORG/SEC-
THE INNOVATION- FILINGS/100331/FIND-THE-WORLD-
DECISION PROCESS INTERACTIVE-INC_10-K/
 Workflow of Mimio
adoption from company
to schools.

5. Persuading Teachers to use Mimio
The Mimio innovation-decision process is known by the each individual teacher at my present school.
First, knowledge of this technological device is provided through a power point slide during a faculty
meeting. The follow up meeting is the distribution of the Mimio Interactive device to each certified teacher.
Next, persuasion to use it daily in their lessons not just for observation but for full student engagement.
Here is where it becomes challenging. There are some teachers who favorable of the innovation while who
are not technical savvy feel intimidated of the thought of freezing up when they don’t know how to manure
the equipment.
We've had Mimio for about 6 years now. Some of my teachers have really taken the ball and have
run with it. They use Mimio everyday(mostly Jr. High), while others have not taken the time to
learn. I have had on-site training, but to no avail. Some will just not use it. How do I, the Technology
. change the mind set of these teachers? We've had Mimio for about 6 years now. Some of my
teachers have really taken the ball and have run with it. They use Mimio everyday(mostly Jr. High),
while others have not taken the time to learn. I have had on-site training, but to no avail. Some will
just not use it. How do I, the Technology Coro. change the mind set of these teachers?
Posted by Kimtuv on March 1, 2011.
 http://www.mimioconnect.com/forum/topic/getting_teachers_use_technology

6.  MimioConnect.com website provides free online  Display and provide demo tutorial
chat resource for teachers lessons about Mimio Dymo add on
 Interpersonal channels of communication of face wireless equipment.
to face exchanges between two or more
individual is more convincing than having a
sales representative at school’s faculty meetings.
 http://www.mimioconnect.com/forum/topic/
getting_teachers_use_technology

8.  mimio attaches to any standard  The stylus uses ultrasound technology
whiteboard, connects quickly to your to track everything you write or draw.
computer, and uses sophisticated Its detection range is up to nine feet
infrared and ultrasound technology to (three meters) so you can capture
track the position of your marker information on virtually any
stylus and eraser on the board. whiteboard from 2' x 3' to 4' x 8' (60 x
90 cm to 120 x 240 cm).

9. • Colleagues who are
looking for new
innovative way to teach
their students.
• Principals and Assistant
Principals who want to
see more engagement
from the students
• Parent Teacher
Association known as
PTA. This organization
works with teachers and
listens to the needs and
wants of teachers in
their classrooms.

10. Mimio Progression through the adoption stages
At a given school
8
7
6
5
4
3
2
1
0
2008 2009 2010 2011 2012
Admin. Tech Specialist Teachers

11. • Teachers who are
terrified of using
technology in their
classroom. Who are
afraid they will break it
without knowing.
• Budget restraints can
delay the retro fit of
using Mimio Interactive
Teaching Technology.
• The following up cost to
have a representative
from the company to
train key personnel at
each school.

12. • Students today spend
more time in front of
their computer or
smartphone
• They communicate and
play games on their cell
phones.
• They listen to music on
their Ipod more than
any generation living in
the 21st century.
• Teachers who utilize
technology in their
lessons daily and
personal lives as well.

13. • The Mimio Interactive
Teaching Innovation is best
diffused through
decentralized approach
than centralized because it
gives the change agent the
leverage to show others
how the innovation has
helped them. The change
agent being an early
adopter will indeed give
more honesty report of how
the innovation has benefit
or cause more problem in
their daily routines at work.
This approach will be more
efficient and and brought
to the Board of Directors in
the education system.

14.  Mimio Interactive device stages it went through were:
 1 – Knowledge of what the device can do and how effective it allow for
student engagement
 2 – Persuasion of the change agent who trained in the full application of
the Mimio innovation.
 3 – Decision of administration and team leaders of the target grade levels
are all on board to immediately have the device to each teacher
 4 – Implementation of the Mimio software on all teacher’s laptop along
with distribution of device by school’s technology specialist.
 5 – Confirmation of evidence in receiving feedback from teachers who use
daily or none at all is where the breakdown occurs. Teachers who
chooses not to use it reply, “It is just another thing to add to my plate of
responsibilities. I really don’t have the time to learn the software or use
of the device.
Therefore, the need for external communication from the change agent is vital
to change the negative reflection of the Mimio Interactive device is important
to have success.

15.  This champion at the K-5
elementary are teachers a who
are not afraid of utilizing the
Mimio Interactive Teaching
Technology.
 They collaborate online with
other Mimio trained teachers
who received their certificate
to help support the TST
Technology Specialist.
 The characteristics of a key
change agent are the
following:
• Fearless of technology devices
• Open mind to change and new
innovations
• Having an authoritative voice that
is respected by peers and
administration
• Gives honest opinions on the
innovation

16.  Mimio Interactive
Teaching Technology has
reached the critical
masses. Especially in my
school district the Mimio
Teaching has been
retrofitted from K-12.
 Since the Mimio
Interactive Teaching
Technology has received
great reviews and full
adoption of this
innovation. The district is
now looking to upgrade
the innovation to add to
the innovation.


17. Agent4changenet. Retrieved from : http://youtu.be/ZokqjjIy77Y
Digital Learning. (2009). Retrieved from: http://www.digitallearning.in/interview/interview-
details.asp?interviewid=714
Dymo/Mimio Interactive Teaching Device. Retrieved from: http://www.youtube.com/watch?v=aRwIE84K5Zw
How to Afford Interactive Whiteboards. (2011). Technology & Learning, 31(8), 44-46. Retrieved from EBSCOhost.
Retrieved from: http://www.infology.com/mimio.htm
Kennewell, S. S., Tanner, H. H., Jones, S. S., & Beauchamp, G. G. (2008).
Analyzing the Use of Interactive Technology to Implement Interactive Teaching. Journal of Computer Assisted
Learning, 24(1), 61-73. Retrieved from EBSCOhost.
Littleton, K. (2010). Research into Teaching with Whole-Class Interactive Technologies: Emergent Themes.
Technology, Pedagogy and Education, 19(2), 285-292. Retrieved from EBSCOhost.
Marzano, R. J. (2009). Teaching with Interactive Whiteboards. Educational Leadership, 67(3), 80-82. Retrieved from
EBSCOhost.
http://www.mimio.dymo.com/en-US/About-us/index.aspx
Shenton, A., & Pagett, L. (2007). From "Bored" to Screen: The Use of the Interactive Whiteboard for Literacy in Six
Primary Classrooms in England. Literacy, 41(3), 129-136. Retrieved from EBSCOhost.