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Why
Interactive
  Whiteboards?
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!?”
my story
Why IWBs
“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/
                                                             221.html     n my
   http://www.com
                  mun-it.org/com
                                 munity/white
                                                          jury is still
                                                                         out.”               http://edho
                                                                                                        use.wikispac
                                                                                                                    es.com/Int
                                                                                                                                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/
“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
Why IWBs
Is technology inherently good, or inherently bad?




                                  It depends...
The Arguments
Argument 1




 IWBs are a silver bullet for
making our classrooms better
  more 21st Century places
Why IWBs
Why IWBs
Why IWBs
Why IWBs
Having an IWB in your classroom
won't make you an effective teacher
any more than sitting in a henhouse
will make you a chicken
Technology tends to be an amplifier
Argument 2



 Everything that can be done
on an IWB can be done just as
 effectively using other tools
Really?
Why IWBs
http://bodybrowser.googlelabs.com/
www.google.com/sketchup
Why IWBs
Argument 3




 I can do all of that
with just a projector
Yes, if all you really want
to do is just project stuff
Connecting
   Conversing
     Pointing
    Gesturing
   Interacting
Making eye contact
Why IWBs
Why IWBs
Why IWBs
Argument 4




IWBs are too expensive
 and a waste of money
Why IWBs
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
Argument 5



 IWBs are completely
unnecessary when every
  student has a laptop
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
Argument 6




IWBs continue to promote
'teacher-centric' instruction
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?
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
Maybe a little bit of
‘teacher-centricity’ is
not that bad after all?
Why IWBs
Maybe it’s about finding
  the right balance?
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
Argument 7



There's no proof that IWBs
 improve student learning
Why IWBs
Why IWBs
“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
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
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.
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)
Why IWBs
And how did we envision ways to
use this amazing new technology?




                              We drove it to work.
Why IWBs
Old Things     Old Things    New Things
in Old Ways   in New Ways    in New Ways
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.
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.
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.
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.
Do you use your IWB like this...?
...or like this?
In summary...
"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
To summarise the summary...
It’s not about what happens on the board.




It’s about what happens because of
what happens on the board.
                                   Chris Betcher, 2009
www.iwbrevolution.com
Free eBook

   10 IWB Features Every Teacher Should Know About

                       www.chrisbetcher.com/ebook




Chris Betcher
chris@betcher.org
www.chrisbetcher.com
Why IWBs

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Why IWBs

  • 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/ 221.html n my http://www.com mun-it.org/com munity/white jury is still out.” http://edho use.wikispac es.com/Int 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
  • 8. Is technology inherently good, or inherently bad? It depends...
  • 10. Argument 1 IWBs are a silver bullet for making our classrooms better more 21st Century places
  • 15. Having an IWB in your classroom won't make you an effective teacher any more than sitting in a henhouse will make you a chicken
  • 16. Technology tends to be an amplifier
  • 17. Argument 2 Everything that can be done on an IWB can be done just as effectively using other tools
  • 23. Argument 3 I can do all of that with just a projector
  • 24. Yes, if all you really want to do is just project stuff
  • 25. Connecting Conversing Pointing Gesturing Interacting Making eye contact
  • 29. Argument 4 IWBs are too expensive and a waste of money
  • 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
  • 34. Argument 6 IWBs continue to promote 'teacher-centric' instruction
  • 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?
  • 39. Maybe it’s about finding the right balance?
  • 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
  • 41. Argument 7 There's no proof that IWBs improve student learning
  • 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)
  • 49. And how did we envision ways to use this amazing new technology? We drove it to work.
  • 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.
  • 56. Do you use your IWB like this...?
  • 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
  • 60. To summarise the summary...
  • 61. It’s not about what happens on the board. It’s about what happens because of what happens on the board. Chris Betcher, 2009
  • 63. Free eBook 10 IWB Features Every Teacher Should Know About www.chrisbetcher.com/ebook Chris Betcher chris@betcher.org www.chrisbetcher.com