User Profiles for Interaction Design

Following the lead of Cooper Interaction Design, I chose to create user profiles to keep my design process user-centered. I developed profiles for teachers with various levels of proficiency with technology and various levels of levels of initiative in the area of teacher professional development. These profiles, together with imagined scenarios for the use of a networked whiteboard system in a school provide the basis for my storyboards.

Bryan - high tech ability, low initiative

5th year computer science high school teacher
was assigned by administration to partner with high profile software development firm
allowed students to engage in real-life problem solving as a result of partnership
works hard to prevent or punish student hacking, game playing, or horseplay on the network
dislikes typical professional development activities
prefers to spend time alone in classroom or with one colleague

Margaret - high tech ability, high initiative

3rd year gifted and talented middle school teacher
encourages student exploration
seeks out teacher professional development activities
rarely spends time in classroom alone
likes to tinker with technology
enjoys learning from her students

Sulli - moderate tech ability, high initiative

19th year social studies teacher
actively pursues teacher professional development and immediately tries to integrate into his classroom
commonly collaborates with teachers in other disciplines
serves as chairperson of a department which varies greatly in use of technology in the classroom
likes to tinker with technology but relies heavily on available technology support from staff and students

Mrs. Adams - low tech ability, high initiative

22nd year high school and middle school physical science teacher
likes to learn things that will help in her classroom
likes to "keep up" with her students' abilities and interests
is firm with student discipline
has recently begun learning basic software applictions

Coach Brown - low tech ability, low initiative

10th year high school physical education teacher and football coach
"skips out" on teacher professional development activities
claims no need to know technology for teaching PE or coaching
thinks technology integration in the gym cannot extend outside of coaching offices
spends lots of time with colleagues but primarily for social reasons

Enthusiasm for classroom experimentation gathers momentum and direction cumulatively, like a train rushing downhill without obstacle (Rosenholtz 1991).