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