Interactive whiteboards and pedagogy2003Presentation Transcript
Jane Feener In partial fulfillment of the requirements of Ed 6390
It is a large touch-sensitive board which is connected to a digital projector and a computer.
It can be operated via the computer keyboard and mouse, or by tapping on the screen image
Multimedia and multisensory presentation of material
Can promote creativity
Teachers reported favourable reactions to this new technology
Teachers felt that the nature of their teaching had changed
Teachers made their lessons more enjoyable and interesting
Three pedagogic phases of IWB use:
“ Teachers who reach this level of competence show considerably enhanced understanding of the learning process, talk about the ways that technology can support learning, and show ingenuity in developing materials to meet specific learning needs”
(Glover, Miller, Averis, & Door,2007, p.10)
“ Teachers are offered opportunities to design, create and employ digital resources that demand creativity in teaching”
(Wood & Ashfield, 2008, p.94)
Promotes teacher centered instruction when not used correctly
Students can become spectators
Information overload due to fast paced lessons
Reduces teacher-student interaction
Discourages student participation
There has been little evidence in the literature to show links between IWB use and student achievement
However, recent research has pointed to positive gains in literacy, mathematics, and science in classrooms where the IWB has been utilized for a longer period of time.
“ Good teaching remains good teaching with or without the technology”
(Higgins, Beauchamp, & Miller,2007, p.217)
Establish a community of practice to support colleagues
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