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Using the Interactive White Board in Teaching and Learning – An Evaluation…

- - - - Feedback: When touching a particular item, there is visual or auditory feedback
      - Animation: Items can be spun, change size, and move in a pre-determined direction.
      - Highlighting: a clear color that can be placed on top of writing.
      - Hide and reveal: an item located on top of others can be removed.
      - Drag and drop: an item on the board that can move in various directions.
      - Storage and recall: Unlimited storage and quick recall of material.
- - - - Information skills (literacy): Skills that relate to the ability to gather, edit, analyze, proc-ess, and connect information.
        
        Higher order thinking skills: In particular, problem solving, critical thinking, and creative and entrepreneurial thinking.
        
        Communication and cooperation skills: The ability to work in a team, and to belong to various communities.
        
        Skills to use technological tools, despite the feeling that young people know how to do this.
        
        Learning skills: In particular, the development of autonomous learning.
- - - - First stage: Teachers match the new technology to existing pedagogy.
        
        Second stage: Teachers are involved with discovering new opportunities offered by these technologies.
        
        Third stage: Skilled teachers use the IWB in a professional and intuitive manner, which broaden or change their traditional pedagogy.
    - - Infusion: The intent here is for the broader usage of this technology, such that the tech-nology strengthens the existing instruction, primarily as a didactic tool, while learning is still mainly passive.
        
        Integration: When the technology is integrated into the school and into the curriculum, providing support to attaining the instructional goals in various subjects. Attention is also paid to ways to actively involve the students.
        
        Transformation: When the use of the technology adds value to the whole learning proc-ess. The teachers use and create a variety of learning resources that strengthen inquiry-based learning processes. The learners become centrally involved in the use of the IWB through the active building of knowledge via interaction.