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Using the interactive white board in teaching and learning - Coggle Diagram
Using the interactive white board in teaching and learning
Melamed and Salant created a list of the most important skills in the literature that they examined.
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.
Teacher Perspectives
the use of the boards improved teachers’ confidence, particularly in using technological skills.
In the study by Lewin on the influence of the use of IWBs on learning and instruc- tion in English elementary schools, the authors defined and characterized stages of pedagogical change that take place with teachers after two years of working with the IWB:
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 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.
The Relationship between Use of IWBs and Student
Achievement
it seems that IWBs positively influenced students’ ability to understand complex concepts
The positive influence of IWBs has also been found in the areas of math and language in elementary schools in the United States, as well as in achievement in literacy, math, and science by elementary school students in England
According to the experienced teachers, the IWB became integrated into their pedagogy as a mediator of their interactions with the student
Example of activities:
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