Please enable JavaScript.
Coggle requires JavaScript to display documents.
Interactive White Board in Teaching and Learning - Coggle Diagram
Interactive White Board in Teaching and Learning
Background – Use of Interactive White Boards (IWBs)
IWB is a technology made up of a computer connected to both a projector and a touch-sensitive board that presents the pictures projected from the com-puter, allows for changes, and receives input electronically or by touch
allows a range of activities:
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.
Drag and drop: an item on the board that can move in various directions.
.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
Teachers’ Attitudes toward Working with IWBs
· teachers feel that working with IWBs makes them more up-to-date
·working with IWBs relatively easy
Developmental Typology of Teachers Using IWBs
stages of pedagogical change that take place with teachers
Teachers are involved with discovering new opportunities offered by these technologies.
Skilled teachers use the IWB in a professional and intuitive manner, which broaden or change their traditional pedagogy.
Teachers match the new technology to existing pedagogy.
3-stage model of use with the IWB:
Integration
Transformation
Infusion
Pedagogical Practices Using IWBs
Learner Perspectives
Attitudes towards Learning
students who learned with the IWB were more attentive and engaged in learning, participated more actively in the class-room, and interacted much more with their teachers
Developing 21st Century Thinking and Learning Skills
What are the skills that will be needed by the graduates of the educational system in the 21st century?
Skills to use technological tools, despite the feeling that young people know how to do this
Communication and cooperation skills: The ability to work in a team, and to belong to various communities.
Higher order thinking skills: In particular, problem solving, critical thinking, and creative and entrepreneurial thinking.
Information skills (literacy): Skills that relate to the ability to gather, edit, analyze, proc-ess, and connect information.
Learning skills: In particular, the development of autonomous learning
The Relationship between Use of IWBs and Student Achievement
· ability to understand complex concepts
Discussion
Contribution to students’ engagement in the lesson
enjoyment of learning, students report on the contribu-tion of the IWB to their learning process, particularly on greater understanding of the material, greater interest and engagement in the learning process
Developing 21st century skills
learning skills that focus on the development of an autonomous learner. From the results of the current study it appears that learning via the IWB enhances the acquisition of this skill in a number of ways, especially by saving the learning materials and sending them to the students.
The relationship between IWB use and attitudes toward achievement
studies where the use of the boards’ visual aids can improve understanding of concepts in math.students learning with the IWB demonstrated that a better understanding of science concepts stems from the fact that students evaluated and developed scientific ideas on their own during the course of the lesson through the use of the interactive capabilities of the IWB.