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Interactive Whiteboards for School Leaders. Lauren O’Grady Edsoft http://ogrady.globalteacher.org.au   http://laurenogrady...
 
Common Observations –  Special Schools <ul><li>Successful integration of IWB’s across the curriculum </li></ul><ul><li>Min...
Common Observations  – Primary <ul><li>Teachers notebooks used in most schools for connection </li></ul><ul><li>Toy not a ...
Common Observations  – Primary <ul><li>Lack of technical support </li></ul><ul><li>Software was an issue for some schools ...
Common Observations  – Primary <ul><li>Positioning of the boards was an issue (too high) </li></ul><ul><li>Architecture of...
Common Observations  – Primary <ul><li>Used often as a visual tool </li></ul><ul><li>Activities were not completely integr...
Common Observations - Secondary <ul><li>Variance in timetabling and access </li></ul><ul><li>Technical support was availab...
Common Observations - Secondary <ul><li>Communication across teams varied with only some teams accessing IWB’s </li></ul><...
Common Observations - Secondary <ul><li>Leadership restricted to ICT Manager for most </li></ul><ul><li>Science faculty ha...
Common Observations - Secondary <ul><li>Software that was bundled with boards used predominantly in most settings although...
<ul><li>It’s not about the board </li></ul>
What the research tells us: <ul><li>Higher engagement </li></ul><ul><li>Teachers within the ‘Emergent’ elearning skills ra...
What the research tells us: <ul><li>Successful in schools that have an embedded elearning culture, leadership/coaching sup...
The Recipe for success <ul><li>Start small, visit schools and ask for demonstrations </li></ul><ul><li>Leadership – suppor...
The Recipe for success <ul><li>eLearning Team </li></ul><ul><li>Professional Learning and Coaching – goals and support   <...
The Recipe for success <ul><li>Accessibility and planning (flexible timetabling) – Secondary school alternatives </li></ul...
The Recipe for success <ul><li>Funding and sustainability (succession planning) </li></ul><ul><li>Remember “if it works on...
The Recipe for success <ul><li>Focus on ‘pedagogy’ not the tool </li></ul><ul><li>How will you use the board for teaching ...
Questions
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Integrating IWBS Effectively In Schools

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Integrating IWBS Effectively In Schools

  1. 1. Interactive Whiteboards for School Leaders. Lauren O’Grady Edsoft http://ogrady.globalteacher.org.au http://laurenogrady.wikispaces.com
  2. 3. Common Observations – Special Schools <ul><li>Successful integration of IWB’s across the curriculum </li></ul><ul><li>Minimized behaviour problems </li></ul><ul><li>Worked really well in non-verbal classrooms </li></ul><ul><li>Not new technology for these schools </li></ul><ul><li>Used multimedia capacity of IWB’s to their full potential </li></ul><ul><li>Strong Internet basis for the use of IWB’s </li></ul><ul><li>Hands-on interactive tool most times </li></ul>
  3. 4. Common Observations – Primary <ul><li>Teachers notebooks used in most schools for connection </li></ul><ul><li>Toy not a tool for some </li></ul><ul><li>No evidence of whole school planning for IWB’s in most schools </li></ul><ul><li>Seen as an add-on to curriculum in most schools </li></ul><ul><li>Professional Learning opportunities were limited but teachers were generally enthusiastic and did express their need to learn more </li></ul>
  4. 5. Common Observations – Primary <ul><li>Lack of technical support </li></ul><ul><li>Software was an issue for some schools – i.e. too advanced for skill level of teachers </li></ul><ul><li>No models for other teachers to view how to use IWB’s within the classroom </li></ul>
  5. 6. Common Observations – Primary <ul><li>Positioning of the boards was an issue (too high) </li></ul><ul><li>Architecture of the buildings and location of boards </li></ul><ul><li>Leadership support and coaching was limited </li></ul><ul><li>Networking issues and sharing of resources was restricted </li></ul>
  6. 7. Common Observations – Primary <ul><li>Used often as a visual tool </li></ul><ul><li>Activities were not completely integrated into the curriculum e.g. roll-calls and many were closed activities </li></ul><ul><li>Teacher centred most times </li></ul>
  7. 8. Common Observations - Secondary <ul><li>Variance in timetabling and access </li></ul><ul><li>Technical support was available </li></ul><ul><li>Coaching in some schools </li></ul><ul><li>Professional Learning opportunities for some schools </li></ul><ul><li>Digital Content was not used in most cases </li></ul>
  8. 9. Common Observations - Secondary <ul><li>Communication across teams varied with only some teams accessing IWB’s </li></ul><ul><li>Teacher notebook access to boards </li></ul><ul><li>Equipment for the boards was portable e.g. scanner on a trolley, pens etc. located elsewhere although many had DVD players connected </li></ul><ul><li>Connectivity issues with frequent changeover of cables </li></ul>
  9. 10. Common Observations - Secondary <ul><li>Leadership restricted to ICT Manager for most </li></ul><ul><li>Science faculty had greatest amount of access </li></ul><ul><li>Willingness to learn but lack of Professional Learning opportunities and access </li></ul><ul><li>Lack of resources to support Level 5 & 6 and VCE curriculum </li></ul>
  10. 11. Common Observations - Secondary <ul><li>Software that was bundled with boards used predominantly in most settings although the more skilled teachers accessed variety of other applications </li></ul><ul><li>Used often as a visual tool </li></ul><ul><li>Used as a whiteboard </li></ul><ul><li>Teacher centred </li></ul>
  11. 12. <ul><li>It’s not about the board </li></ul>
  12. 13. What the research tells us: <ul><li>Higher engagement </li></ul><ul><li>Teachers within the ‘Emergent’ elearning skills range are more receptive to using the boards over a longer term </li></ul><ul><li>Successful in schools that were not using them solely for visual learning </li></ul><ul><li>Multi-modal tools </li></ul>
  13. 14. What the research tells us: <ul><li>Successful in schools that have an embedded elearning culture, leadership/coaching support </li></ul><ul><li>Increased attendance </li></ul><ul><li>Lower behaviour management issues </li></ul><ul><li>Students remain longer on-task </li></ul><ul><li>Opportunities for student leadership and facilitation </li></ul>
  14. 15. The Recipe for success <ul><li>Start small, visit schools and ask for demonstrations </li></ul><ul><li>Leadership – support, communication, vision, planning </li></ul><ul><li>Part of a whole school elearning plan - to support and/or develop an elearning culture (at least three years) </li></ul><ul><ul><li>“ Change takes three to five years” – don’t expect success immediately </li></ul></ul>
  15. 16. The Recipe for success <ul><li>eLearning Team </li></ul><ul><li>Professional Learning and Coaching – goals and support </li></ul><ul><li>Student Leadership </li></ul><ul><li>Technical Support </li></ul>
  16. 17. The Recipe for success <ul><li>Accessibility and planning (flexible timetabling) – Secondary school alternatives </li></ul><ul><li>Dedicated computers </li></ul><ul><li>Fixed Boards – ensure appropriate space </li></ul><ul><li>Dedicated peripherals – access for all staff in Secondary school settings as an alternative </li></ul><ul><li>Easy access to resource sharing </li></ul>
  17. 18. The Recipe for success <ul><li>Funding and sustainability (succession planning) </li></ul><ul><li>Remember “if it works on your computer it will work with the IWB” – use a range of applications including Digital Content </li></ul><ul><li>It’s Interactive – not a whiteboard </li></ul>
  18. 19. The Recipe for success <ul><li>Focus on ‘pedagogy’ not the tool </li></ul><ul><li>How will you use the board for teaching and learning? </li></ul><ul><li>How can it be used to improve student learning? </li></ul>
  19. 20. Questions

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