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

- - - - C. The Relationship between Use of IWBs and Student
        Achievement Studies that have examined the relationship between the use of IWBs and student achievement have yielded mixed findings
      - Information skills (literacy): Skills that relate to the ability to gather, edit, analyze, process,
        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.
- - - - C. Pedagogical Practices Using IWBs
        Integrating technology into learning in general and with the IWB in particular raises the question – does the IWB make the teacher more interactive? In defining the task of the teacher as a “learning moderator,” the assumption is that the teacher will use fewer frontal instructional methods and will alter instruction to be more dynamic and interactive
      - 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.
        
        Similarly, Burden (2002) proposed a 3-stage model of use with the IWB:
        
        Infusion: The intent here is for the broader usage of this technology, such that the technology 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 process. The teachers use and create a variety of learning resources that strengthen inquirybased learning processes. The learners become centrally involved in the use of the IWB through the active building of knowledge via interaction