Using the Interactive White Board in Teaching and Learning - An Evaluation of the SMART CLASSROOM Pilot Project :

Background - Use of Interactive White Boards (IWBs)

student motivation and engagment in the learning process increased when studying with the IWB

teachers reoorted on their professional development and enhanced techology skills

Project "SMART" was developed by this organization in order to enhance teaching and learning processes by using information and communication technology (ICT)

Hide and reveal: an item located on top of others can be removed.

Highlighting: a clear color that can be placed on top of writing.

Drag and drop: an item on the board that can move in various directions.

Animation: Items can be spun, change size, and move in a pre-determined direction.

Storage and recall: Unlimited storage and quick recall of material.

Feedback: When touching a particular item, there is visual or auditory feedback

learner perspectives

attitud towards learning

developing 21th century thinking and learning skills

the relationship between use of IWBs and Student achievement

skills in the literature

Communication and cooperation skills

Higher order thinking skills

Information skills

Skills to use technological tools

Learning skills

learned with the IWB achieved higher scores

achievement in literacy, math, and science

teacher perspectives

teachers' attitudes toward working with IWBs

found that teachers feel that working with IWBs makes them more up-to-date.

time also increases in class interactivity, in teacher-student dialogue, and amongst the students themselves

Developmental typology of Taechers Using IWBs

Teachers match the new technology to existing pedagogy.

eachers are involved with discovering new opportunities offered by these

Skilled teachers use the IWB in a professional and intuitive manner, which
broaden or change their traditional pedagogy.

infusion, integration and trsdormation

pedagogical practices using IWBs

teacher more interactive

interaction in the social space

the IWB suggests a dynamic, varied, multi-faceted, and expressive type of instruction, all
while saving and retrieving information in a relatively simple manner

Student Perspective

Contribution to students’ engagement in the lesson

findings of this study reveal that student attitudes toward learning with the IWB are predominantly
positive

learning process, particularly on greater understanding of the material,gterrere interest and engagement in the learning

Developing 21st century skills

autonomous learner

The relationship between IWB use and attitudes toward
achievement

An additional explanation for this phenomenon is that, at times, learning with technology in general, and with IWB in particular, can be seen as a game, whereas during times of pressure, the technology is put aside and teachers go back to the traditional “teaching to the test.”

Teacher Perspective

Teacher attitude towards use of the IWB

Interactive teaching

The teachers report that despite the difficulty of dedicating more time to preparing lessons, the upside is greater student interest, motivation, and focus, support for different learning styles (aural and visual), materials that are more easily adapted to students with varying abilities, planning a better lesson

It is apparent, from student testimonies as well, that in the lessons learned via the IWB there is no more group work or work in pairs than in a traditional lesson

teachers will receive in-service training

teacher training that emphasizes the importance of technology as a tool for pedagogical change and improvement