2. Why IWBs, as in...
“Why IWBs are the best option for your
classroom”
“Why IWBs in preference to other possible
classroom technologies?”
“Dear God, of all the things I could put in
my classroom, why IWBs!?”
5. “Interactive
u ctant to use Whiteboards
“ I've become rel them or hat love
the w hiteboard in my e them they
are
o slowly infilt
ause it tends t rating our
classroom bec classrooms
s very teacher- . Reviews of
make my classe effectivenes their
centric” s is mixed. I
opinion the
boards/weblog/
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http://www.com
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jury is still
out.” http://edho
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eractive+Wh
“(IWBs are)...the teacher-
iteboards
c entric paradigm preserved in
the guise of new tech!” d-debate/
07/09/01/interactive-whiteboar
http://blog.brettmoller.com/20
“One of the big criticisms “(IWBs are )ju
st enforcing ol
d
about interactive whiteboards teaching habits
that we all
is that it looks too much lik agree need to b
e e expelled from
a traditional classroom tool” teaching”
http://blog.bret
http://gwegner.edublogs.org/ tmoller.com/20
2007/05/29/interactive-pedag 07/09/01/intera
ogies/ ctive-whiteboar
d-debate/
6. “They reinforce the
dominance of the
front of the room and
teacher supremacy”
Gary Stager
http://www.techlearning.com/Default.aspx?tabid=67&EntryId=681
31. Cost of complete IWB installation: $5500
Less cost of projector, cabling, etc: -$4000
Cost of just the IWB: $1500
IWB life expectancy: 5 years
IWB cost per year: $300
Teaching days per year: 180
Average students per class: 25
Cost per day, per student, per year: 6 cents
32. Argument 5
IWBs are completely
unnecessary when every
student has a laptop
33. Used by a group Used by an individual
Shared learning Individual learning
Ideal for stimulating group Ideal for self-paced,
discussion self-directed work
Good for introducing key Good for personal
concepts productivity and creativity
Focus is on teaching Focus is on learning
35. Students who are taught by expert teachers exhibit
an understanding that is more integrated, more
coherent, and at a higher level of abstraction.*
*Dr John Hattie
University of Auckland
Teachers Make a Difference: What is the Research Evidence?
36. The effects of
quality teachin When all other so urces of variation
g
on educational
outcomes are are taken int o account, including
greater than th
ose that arise gender, socia l backgrounds of
from students
’ backgrounds students and dif ferences between
The quality of teac schools, the mos t important source
her
education and teach of variation in stud ent achievement is
ing appears
to be more strongly teacher quality.
related to
student achievement
than class
sizes, overall spendin
g levels or E xcellence in teaching is the
teacher salaries. singl e most powerful influence
on achievement
The best strategy to enhance
student achievement is to It could be argued that
ensure that all students receive effective sc hools are only
the best possible qu ality of
tive to the ext ent that they
effec
teaching. have effe ctive teachers.
Kenneth Rowe Dr John Hattie
37. Maybe a little bit of
‘teacher-centricity’ is
not that bad after all?
40. Teaching is not rocket science. It is, in fact, far more
complex and demanding work than rocket science.
Richard Elmore professor of educational leadership at Harvard Graduate School of Education
44. “IWBs clearly demonstrated a positive effect on
teaching and learning.”
ERNIST ICT School Portraits, 2004
“In a UK study, teachers were extremely positive
about the technology and were convinced that
IWBS were responsible for improvements in
teaching and learning.”
Higgins, et al, 2005
“When used wisely, IWBs can produce a
significant improvement to student learning.”
Balanskat, Blamire & Kefala, 2006
45. 85 classrooms
Lesson without IWB
Lesson with IWB
Same teacher, same lesson
Technology enabled
lessons tested an average
Dr Robert Marzano 17% better than non
technology enabled lessons
46. The "Sweet Spot" is when interactive
technology is used by an experienced
teacher, who has had training, at least
2 years of IWB use, and uses it 75% of
the time in class.
That teacher shows a 29% gain in scores.
47. Two different studies* into the effects of IWBs
found an overwhelming majority of teachers
(98%) felt more confident in using ICT in
general as a direct result of using an IWB.
*Higgins (2005) and Underwood (2006)
48.
49. And how did we envision ways to
use this amazing new technology?
We drove it to work.
50.
51. Old Things Old Things New Things
in Old Ways in New Ways in New Ways
52. Old Things
in Old Ways
• Notes are still handwritten on the board as the lesson is
taught.
• Lesson content consists primarily of Word or PDF
documents.
• Limited use is made of the IWB’s toolset.
• Lessons are not usually prepared in advance.
• Lessons do not take advantage of interactive features.
• Lessons are not saved at the end of class.
• The teacher works in isolation, not sharing resources with
others.
53. Old Things
in New Ways
• Modification of existing paper-based worksheets and
activities to work on the IWB.
• Greater use of lessons prepared in advance.
• Greater use of dragable layered objects that can be moved
around the screen, revealing existing words and objects.
• Greater reliance on resources found in the gallery or web.
• Effective use of software that works well on an IWB.
• All lessons saved for future use and reused.
• Lessons shared with other teachers to reduce workloads.
• Noticeably increased levels of student engagement and
interest.
54. New Things
in New Ways
• The use of short snippets of video or animation.
• The inclusion of high-resolution photo images.
• Tapping into libraries of interactive learning objects and
embedding these in lessons so students are able to easily
explore the ‘what if’ possibilities.
• Greater use of software that enables students to manipulate
ideas seeing what happens to the final outcome if a variable
is changed here or there.
• The ability to perform impractical or dangerous
experiments via simulation.
• The ability to engage with virtual worlds and simulated
environments.
55. New Things
in New Ways
• The use of real-time video communication software to
facilitate class-to-class collaboration
• Skyping in guests and experts so that students can ask
questions and interact with others outside their classroom.
• The use of classroom interactive learner response systems
to gauge student understanding in real time.
• Increased levels of interactivity and student involvement
often raising questions that were unexpected but with
answers that offer greater insight into and deeper
understanding of a topic.
59. "Evidence suggests that the presentational
advantages of IWB use are considerable and that
the consequent motivational gain is to be
welcomed.
However, it is also clear that neither of these add
to teaching effectiveness unless they are
supported by teachers who understand the
nature of interactivity as a teaching and learning
process and who integrate the technology to
ensure lessons that are both cohesive and
conceptually stimulating".
Miller, Glover and Averis, 2005