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Use of Interactive White Boards - Coggle Diagram

- - - - The five central skills were as follows:
      - Information skills (literacy): Skills that relate to the ability to gather, edit, analyze, process, 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.
- - - - Third stage: Skilled teachers use the IWB in a professional and intuitive manner, which broaden or change their traditional pedagogy.
      - Second stage: Teachers are involved with discovering new opportunities offered by these technologies.
      - First stage: Teachers match the new technology to existing pedagogy.
      - Lewin et al. (2008) stages of pedagogical change that take place with teachers after two years of working with the IWB:
    - - 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 inquirybased learning processes. The learners become centrally involved in the use of the IWB through the active building of knowledge via interaction.
- - - - b. Interactive teaching: It is important to train teachers to utilize the technology for new pedagogical purposes. It may be helpful to establish a database of lessons and instructional materials that integrate various technological elements in order to ease the burden on teachers in preparing interactive lessons. 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. It may be important to consider the integrated model of installing smart classrooms in both homeroom classes as well as in specific departments such as science laboratories.