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Introducing interactive
whiteboards in the schools: an experience report
Marco Ronchetti, Benjamin DandoyUniversità degli Studi di Trento,
Informatica Trentina SpA
Interactive Whiteboards (IAW): what are they?
Intro
The overall project
Trentino (Trento province, Italy)400'000 people
70'000 students (School only)
7'000 teachers
3'000 classes
Intro
The overall project
Target: a whiteboard per class (6 M€)
2006/7: 225 whiteboards (7.5%)
2007/8: 225 whiteboards
Intro
Any problem?
Intro
Any problem?
Intro
The SLIM4DIDA project
Try to Introduce Guide Help Sustain Create (a) community(ies) Reuse Scale
The project
Structure of our project
5 high schools and 2 so-called “comprehensive institutes” composed by primary schools (grades 1 to 5) and middle schools (grades 6 to 8)
4 in town, 3 in the valleys
57 teachers over a three months period
The project
Structure of our project
4 meetings: General introduction Technical introduction Pedagogical issues Focus group + questionnaire
Support actions Production of learning material Set up a wiki
The project
Teacher perception: positive aspects
Support for handicapped students
Time saving in certain activities
Fascination of the tool
Complementary aspects with respect to a multimedia classroom
OUTCOME
Teacher perception: negative aspects
Induced laziness
Time lost for problems or setup
Time needed to prepare material
Doubts about the suitability of the tool to certain disciplines and age ranges
Precision and naturalness of the virtual writing not fully satisfactory
OUTCOME
Problems and issues
installation of the devices Placement of the devices Perception of the tool How to facilitate the transition to more partecipatory
teaching/learning? Notion of learning object NIH syndrome White paper syndrome Expectations/results mismatch
OUTCOME
Hurdles
Teachers are busy people!
Community startup
Fear of lack of timely and efficient support
Archival/retrieval
Finding the ways to recognize and remunerate any extra work
OUTCOME
Conclusions
Is the IWB the magic tool described by the vendors and by some literature?
The strong point is bringing Internet and the PC in the middle of the class
It does not happen magically…
The process needs to be driven