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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