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Using the Interactive White Board in Teaching and Learning (Learner…
Using the Interactive White Board in Teaching and Learning
Learner Perspectives
C. The Relationship between Use of IWBs and Student
Achievement
B. Developing 21st Century Thinking and Learning Skills
A. Attitudes towards Learning
Students reported that the use of the IWB enhances motivation
Background – Use of Interactive White Boards (IWBs)
The use of IWBs integrates the functions of a regular board with additional means that enable
interactive and constructivist learning and teaching.
The software for the IWBs allows a range of activities, including those that can be used without the use of the IWB
(e.g., projecting presentations and short films, writing, and erasing the board) as well as activities
unique to this technology.
Drag and drop: an item on the board that can move in various directions.
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.
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
Teacher Perspectives
A. Teachers’ Attitudes toward Working with IWBs
Various studies have found positive teacher attitudes towards working with IWBs. Moss et al
(2007) found that teachers feel that working with IWBs makes them more up-to-date.
B. Developmental Typology of Teachers Using IWBs
Stages of pedagogical
change
(by Lewin)
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.
(Burden)
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.
C. Pedagogical Practices Using IWBs
Discussion
Student Perspective
a. Contribution to students’ engagement in the lesson
b. Developing 21st century skills
c. The relationship between IWB use and attitudes toward
achievement
Teacher Perspective
a. Teacher attitude towards use of the IWB
b. Interactive teaching
Discussion
1. Student Perspective
a. Contribution to students’ engagement in the lesson.
b. Developing 21st century skills.
c. The relationship between IWB use and attitudes toward
achievement
2. Teacher Perspective
a. Teacher attitude towards use of the IWB
b. Interactive teaching
It is important to train teachers to utilize the technology for new pedagogical purposes
.
Adding smart classrooms in the school (at least 50% of the classrooms) may help create
continuity in the innovative methods of learning and instruction for most of the students.