The use of interactive whiteboards in

education

Created by: Monica Dague

In partial fulfillment of the requirements for MAED 5040

Interactive whiteboards (IWB) is an interactive display board that is large and displays information for a whole class to see.

The IWB works along with a projector that is connected to a computer which projects the images from the computer screen.

IWBs can be mounted permanently on a wall or moved around on a stand.

What are interactive whiteboards?

IWBs can be used for presentations, interactive lessons and games, projecting videos and photos, and browsing the web.

IWBs allow for students to interact with their learning.

IWBs allow educators to use a variety of technological resources at the touch of the screen.

What are they used for?

Interactive whiteboards (IWB)◦ Smartboard◦ Mimio◦ ACTIVboard

Hand-held response devices used with IWBs◦ Senteo◦ ACTIVotes

Interactive Whiteboard

Examples of Smartboards

http://www.berkeleytwpschools.com/bts/Potter/Teacher%20Resources/TR/__index.html_files/smartboard1.gif

http://www.macos.utah.edu/documentation/hardware/smart_board_overview/mainColumnParagraphs/00/image/SMARTBoard_600i.jpg

Examples of Mimios

http://www.computerhardwareinc.com/wp-content/uploads/yapb_cache/mimio_bar_logo.1k3javxv6ag0c0w4kos8o4c0s.6ylu316ao144c8c4woosog48w.th.jpeg

http://www.visionext.com.au/UserFiles/Image/mimio%20on%20board.gif

http://www.delta-av.com.pl/delta2/userfiles/mimo%20picture.jpg

Examples of ACTIVboards

http://media.marketwire.com/attachments/200804/TN-424217_080327NewActivboard23.jpg

http://mcvey.files.wordpress.com/2009/11/promethean-activboard_2.jpg

http://edutechation.files.wordpress.com/2007/11/activote-product-image.jpg

http://techlogique.files.wordpress.com/2007/04/senteo-1.jpg

Examples of hand-held response devices

Depends on the educator implementing the device

Proper training The level of training the teacher receives Enthusiasm towards technology Willingness to learn

Are IWBs effective in the classroom?

Teachers who receive proper training will have a better understanding of the unlimited opportunities that the IWB can bring into a classroom.

Teachers need to become familiar with the IWB before implementing it into the classroom.

Teachers who are familiar with the IWB have found the pace of their lessons to increase and students have become more excited about their learning.

Proper training for the IWB

New opportunities available Avoid utilizing the IWB as just a

writing tool Interest in the IWB from the teacher,

will have an effect on the level of interest that students will have with learning

Center of learning

A whole new world of learning

Comparing lessons

Implementing the IWB Not implementing the IWB

More whole class teaching

Quicker pace More closed questions Student focus Student motivation Student concentration Creativity Student-centered

Slower pace More open-ended

questions More group work Less student

involvement

Incorporate photos and videos

Utilize information from previous lessons

Introduce experiments

Visual learning Tactile learning Auditory learning

Uses from research

Fear of getting the wrong answer Vulnerability and ridicule from peers Teachers become mediator Familiarity with programs and software Less higher level thinking skills Not using the IWB regularly Tripping over stand legs Safety issue with cords Re-orienting the board

Negative Aspects of the IWB

Planning Preparation Teaching Student involvement Data retrieval Available resources Speed of accessibility Creativity within

lessons

Positive impact for teachers

Quality of lessons Expectations Involvement in lesson Improved attitude and response to lessons Concentration level Motivation Focus and attention during lessons

Positive impact for students

Creative thinking skills Higher level thinking Fear of getting the wrong answer Vulnerability and ridicule from peers

Negative impact for students

Plan ahead

Maintain a well-resourced lesson

Adapt to any unforeseen circumstances

Be enthusiastic!

Most effective use of the IWB

Works Cited

Armstrong, V., Barnes, S., Sutherland, R., Curran, S., Mills, S., & Thompson, I. (2005). Collaborative reseaerch

methodology for investigating teaching and learning: The use of interactive whiteboard technology. Educational

Review , 57 (4), 457-469.

Beeland, J. W. (2002). Student engagement, visual learning and technology: Can interactive whiteboards help?

Retrieved June 2010, from http://chiron.valdosta.edu/are/Artmanscrpt/vol1no1/beeland_am.pdf.

Gillen, J., Kleine Staarman, J., Littleton, K., Mercer, N., & Twiner, A. (2007). A 'learning revolution'? Investigating

pedagogic practice around interactive whiteboards in British primary classrooms. Learning, Media, and

Technology , 32 (3), 243-256.

Latham, P. (2002). Teaching and learning primary mathematics: The impact of interactive whiteboards. Retrieved June

2010, from http://www.beam.co.uk/uploads/discpdf/RES03.pdf

Miller, D., Glover, D., & Averis, D. (2004). Motivation: The contribution of interactive whiteboards to teaching and

learning in mathematics. Retrieved June 2010, from http://cerme4.crm.es/Papers%20definitius/9/Miller-Glover-

Averis.pdf

Painter, D. D., Whiting, E., & Wolters, B. (2005). The use of interactive whiteboards in promoting interactive teaching

and learning. Virginia Society for Technology in Education , 19 (2), 31-40.

Quashie, V. (2009). How interactive is the interactive whiteboard? Mathematics Teaching Incorporating Micromath

(214), 33-38.

Smith, F., Hardman, F., & Higgins, S. (2006). The impact of interactive whiteboards on teacher-pupil interaction in the

National Literacy and Numeracy Strategies. British Educational Research Journal , 32 (3), 443-457.

Torff, B., & Tirotta, R. (2009). Interactive whiteboards produce small gains in elementary students' self-reported

motivation in mathematics. Computers and Education , 379-383.

Wood, R., & Ashfield, J. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and

mathematics: A case study. British Journal of Educational Technology , 39 (1), 84-96.

Works Cited Continued