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Using the Interactive White Board in Teaching and Learning (Use of…

- - - - Various studies have shown that students who learned with the IWB were more attentive and engaged in learning, participated more actively in the classroom, and interacted much more with their teachers, and their peers.
    - - What are the skills that will be needed by the graduates of
        the educational system in the 21st century? In order to answer this question there are five central skills were as follows:
        
        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
        
        Information skills (literacy): Skills that relate to the ability to gather, edit, analyze, process, and connect information.
    - - 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. Miller, Glover and Avris, (2005), who examined teacher attitudes in various studies, reported that teachers find working with IWBs relatively easy
      - Developmental Typology of Teachers Using IWBs: The use of the IWB for instruction can serve as a catalyst for the change from traditional instructional methods to interactive and constructivist methods. This technology helps teachers use instructional methods in more up to date ways, and utilizes various media – such as text, voice, pictures, and movies – that facilitate more effective learning, even in routine practice activities
        (ERNIST, 2004).
        
        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 tecnologies.
        
        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 inquiry based learning processes. The learners become centrally involved in the use of the IWB through the active building of knowledge via interaction.
      - 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. Traditional instruction, according to Avni, Rotem and Ben-Chefer (2010), is primarily frontal, in the narrow meaning – a teacherdirected strategy that places identical learning tasks for all the students, whose answers are usually found in the text being learned, and where the time for responding is equal for all students without taking into account differences in ability, level, or pace of learners. In general, this approach views the teacher as the central authority, who is responsible for what goes on in class,
        and it is reasonable to expect that the students will develop a low level of personal responsibility for the learning and social processes.