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Using the Interactive White Board in Teaching and Learning - Coggle Diagram

- - - - 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.
- - - - Stages of Pedagogical
        change that takes place with teachers after two years of working with the IWB
        
        1.First stage: Teachers match the new technology to existing pedagogy.
        
        2.Second stage: Teachers are involved with discovering new opportunities offered by these
        technologies.
        
        3.Third stage: Skilled teachers use the IWB in a professional and intuitive manner, which
        broaden or change their traditional pedagogy.
      - 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.
- - - - Contribution to their learning process, particularly on greater understanding of the material, greater interest and engagement in the learning process that is also expressed in a desire to be active participants in the lessons.
      - Even though the students have positive reports after the second year there was a slight decrease in students, it is possible that is due to the more routine use of the IWB and the lack of variety in how the teachers use it.
    - - Some of the skills that were develop are the following: Development of an autonomous learner.
        Development of higher order thinking skills relates to the ability to better present the learning material.
        Ability to use digital tools.
    - - Less than one-third of students (36%) feel that their achievements will improve following learning with the IWB, and a majority of them (58%) feel that their achievements will remain the same.
      - Students may have difficulty transferring what they learned via technology to a paper and pencil test.
  - - - The teachers report that the upside is greater student interest, motivation, and focus, support for different learning styles materials that are more easily adapted to students with
        varying abilities, planning a better lesson, presenting the learning material more clearly.
      - Is more professional and enables greater exposure to a wide variety of materials.
        Teachers are reorganizing their teaching materials for use with digital materials.
    - - the teachers primarily use the new tools but still anchor them in a traditional work model. Based on the current study, a number of recommendations emerge.
        
        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.