Interacting with<br /> Interactive Whiteboards<br />By Brandy Shelton<br />May 2010<br />Touro University EDU 710<br />
Introduction<br />Interactive technology is becoming a mainstay in many classrooms all over the world. Although some teachers are finding it easy to make the transition into the digital world, others are struggling to stay caught up and work the technology into their lessons and classrooms.<br /> Interactive whiteboards are a perfect example of technology being implemented into all sorts of classrooms without teachers really understanding their capabilities, or how to use them as anything more than a projector. If the technology is available, why not make sure our educators are educated in ways it can be used most effectively?<br />
Statement of the Problem<br />Interactive whiteboards are being placed into classrooms without proper teacher education. While some teachers are using the boards like simple whiteboards with the projector, an interactive whiteboard can do so much more than that. Interactive whiteboards can improve student understanding and motivation when used correctly, but how do we implement better strategies in classrooms throughout our school district?<br />
Background and Need<br /><ul><li>The SMART company came out with the first interactive whiteboard in the early 1990’s with a marketing emphasis towards the corporate world.
There are currently over 30 million students in over one million classrooms using SMART interactive technology all over the world, and there are SMART interactive whiteboards in every U.S. state and Canadian province.</li></li></ul><li>Background and Need<br /><ul><li>The expectation of being up to date regarding the latest technologies that enable professionals to perform their jobs efficiently and effectively is rarely applied to education (Ertmer & Ottenbriet-Leftwich, 2010).
“Knowing how to use technology hardware and software is not enough to enable teachers to use the technology effectively in the classroom. . . Teaching with technology requires teachers to expand their knowledge of pedagogical practices across multiple aspects of the planning, implementation, and evaluation process,” (Ertmer & Ottenbriet-Leftwich, 2010).</li></li></ul><li>Background and Need<br />
Purpose of Project<br />With the completion of this action research project I would like to help elementary and secondary teachers understand the uses and capabilities of an interactive whiteboard in their regular classroom lessons and units. I hope to help teachers’ current lessons move away from being teacher-centered to more student-centered by utilizing the interactive piece of the whiteboard to its fullest potential.<br />
Project Objectives<br /><ul><li>Research successful student-centered strategies for interactive whiteboards specific to elementary and secondary classrooms.
Research the interactive whiteboard’s affect on state-wide and district-wide test scores.
Create a short guide or handbook with key strategies for teachers that are new to interactive whiteboards.</li></li></ul><li>Definition of Terms<br /><ul><li>Interactive Whiteboard - An interactive whiteboard or IWB, is a large interactive display that connects to a computer and projector. A projector projects the computer's desktop onto the board's surface, where users control the computer using a pen, finger or other device. The board is typically mounted to a wall or on a floor stand. (Wikipedia)</li></li></ul><li>Summary<br />Technology isn’t something the educational world can ignore and hope that teacher’s learn on their own and bring back to the classroom in an effective manner. Interactive whiteboards are a perfect example of a technology piece that is best used when teacher’s are properly trained with successful strategies and resources. After completing my action research project I hope to compile some of the best student-centered strategies available so far and pass that on to my colleagues in a handbook format.<br />