18 educational models for use the DIGITAL WHITEBOARD (DWB)


Published on

18 educational models for use the DIGITAL WHITEBOARD (DWB).
Includes activities for interactive whiteboard (IWB), document reader and electronic voting systems

Published in: Education, Technology

18 educational models for use the DIGITAL WHITEBOARD (DWB)

  1. 1. (DWB consists of a computer and a video projector) Includes activities for interactive whiteboard (IWB), document camera and electronic voting systems Includes findings from research conducted in DIM V: 5.1 Dr. Pere Marquès (2014) http://peremarques.net/ UAB – network DIM Illustrations: Ole C. Glad ocglad@aim.com DIDACTIC GUIDE FOR THE DIGITAL WHITEBOARD (DWB) 18 models for educational use in class
  2. 2. What is a digital whiteboard, DWB? •Elements: technological system composed of 2 elements (+ speakers) -Video projector + projection surface (whiteboard, screen or wall) or a large monitor -and computer (or other digital device) connected to the Internet. -Display: Images from the computer are seen on the projection screen or the monitor that are functioning as “digital whiteboard". It is like a large second computer screen that all students in class can see. •Form of interaction: Images on the DWB can be interacted with with the mouse and keyboard (over Bluetooth) PD Pere Marquès (2014) With a DWB, the infinite information in the Internet and the digital material that we create or we have at our disposal we can be projected and discussed in the classroom digital whiteboard computer video projector projection screen
  3. 3. What is an interactive whiteboard, IWB? •Elements: technological system composed of 3 elements (+ speakers) -Video projector + whiteboard or a large monitor -computer (or other digital device) connected to the Internet. -and cursor control device (which will either be portable or be integrated in the whiteboard, monitor or projector). •Display: Images from the computer are seen on the projection screen or the monitor that are functioning as “interactive whiteboard” •Form of interaction: Images on the DWB can be directly interacted with with a pointer (in some IWB also with fingers) allowing: - Making notes on the board (as in chalk black boards) - Controlling your computer from your whiteboard and manipulating projected graphics and multimedia (move, hide, change) The added value of the IWB in front the DWB is the direct interaction on the board allowing interactive activities, such as capturing images and recording video, using a magnifier... PD Pere Marquès (2014) interactive digital whiteboard computer video projector interactive whiteboard
  4. 4. What is the impact of a DWB in the classroom? THE WANTED MAGIC OF THE DIGITAL WHITEBOARD •Inexhaustible source of interactive multimedia information immediately available in class (it's like a magic mirror + genius Google) •More channels of communication / interaction between teachers, students and educational content. •Document viewer that allows you to share and discuss resources (developed by teachers and students, from the Internet ...). •It facilitates the explanation of concepts and performing exercises. •Students are more attentive and motivated; understand better the content; are more involved in the presentation of papers, discussions, group exercises .. •More active and audiovisual classes; is easier to renew methodologies and managing diversity. •Integrates the use of ICT in classroom activities: research information, and present work ... •And for teachers: easy to use, it does not give problems, increases enthusiastic and professional self-esteem. PD Pere Marquès (2008)
  5. 5. A good addition to digital whiteboards: the document camera •It is a video camera with zoom built into an adjustable foot that moves the height and angle of the camera. •It can be connected to a computer with DWB or directly to a projector or large monitor classroom. •It can display and scan any paper document or three-dimensional object, multiplying the educational possibilities of the DWB (which only displays digital documents). PD Pere Marquès (2008)
  6. 6. Models centered around the TEACHER The first set of models is focused on the activity and initiative of the teacher. Students participate answering questions, asking questions and doing exercises assigned to them by the teacher. The use and control of the DWB lies entirely in the hands of the teacher. activity/initiative TEACHER students Pere Marquès & Ole C. Glad (2013)
  7. 7. Questions ? Explanations Pere Marquès & Ole C. Glad (2013) 1. The teacher explains and asks questions on the DWB (master class)
  8. 8. •The teacher illustrates explanations with images and sound using multimedia materials like YouTube videos, diagrams, simulations, exercises etc. (or paper resources using a document reader). •Teachers prepare material or search for resources online on websites with educational content. •Students attend, take notes, ask and answer questions. •Later the resources can be made available on the student blog (“The class journal" ) or in the school's educational intranet and enable the students to review the material. OTHER OPTIONS •Ask questions to assess the students' knowledge with the use of an electronic voting system allowing all class members to participate. •Thinking out loud “training“ students on how to make an exercise. •Review previous lessons and classes (DWB saves a copy of each session). •Presenting educational material that students can work with on their computer individually or in groups. Pere Marquès (2010)
  9. 9. 2. Solving problems together ? B Pere Marquès & Ole C. Glad (2013)
  10. 10. •Introducing interactive exercises (JClic, digital books, notebook ...), allowing students to solve questions on the DWB, encouraging reflection when competing answers emerge. •All student activity in class and on the DWB is subject to assessment by the teacher. OTHER OPTIONS •Assign special exercises to students who require it. •Divide the class into smaller work groups where each group finds a solution to a question or a problem. Answers can be revised and corrected collectively inserting them into the DWB connected computer. •The class answers questions proposed by the teacher using the electronic voting system (all students participate). •Introduce exercise sheets through the document reader. •Perform dictations. One student writes on the IWB (writing function activated). •Organise collective readings, in which each student reads a fragment projected on the DWB (news, facts, literature, manuscripts, i.e. the lines of a character in a play). •Multimedia activities related to music and languages. Pere Marquès (2010)
  11. 11. 3. Correcting exercises together (correcting homework) ? Pere Marquès & Ole C. Glad (2013)
  12. 12. •Students present and discuss their homework and other exercises that they have prepared in digital format (text document, multimedia presentation or programs "ad hoc"). •All students can participate, express doubts, propose corrections and share ideas. The teacher has “the last word”. •All contributions are assessed by the teacher. OTHER OPTIONS •With the document reader students can share the homework they have done in their notebooks. •Simultaneous self-correction. For each homework assignment the teacher presents 4 possible answers. The students reply using the electronic voting system (all students are involved). Pere Marquès (2010)
  13. 13. 4. Solving problems on the DWB (the student approaches the whiteboard) Pere Marquès & Ole C. Glad (2013)
  14. 14. •One way to develop a class when introducing a new topic is that the teacher, after the introduction, can ask the students questions in order to learn more about the knowledge they may already have about the topic. •The teacher can use the contributions from class and dictate the main ideas to one of the students who then writes them on the DWB for the ideas to be discussed and developed further collectively. •The outcome of the discussion (the key ideas) can be stored in the class blog or in the education intranet of the school so that everyone can review them. OTHER OPTIONS •With a wireless mouse and keyboard, students can write and contribute in discussions on the DWB “directly” from their own desk. Contributions are then commented on collectively. •Students take notes on the DWB during debates (from the desk or up by the whiteboard). Pere Marquès (2010)
  15. 15. 5. Chats and videoconferences Pere Marquès & Ole C. Glad (2013)
  16. 16. •When needed the DWB can be used for email, chats or video conferences with students, teachers and experts from anywhere in the world. •The whole class can see and hear what´s being communicated. For example a videoconference with an expert within a certain field. Students and teacher ask questions. OTHER OPTIONS •Communicate with students from another schools, for example asking and answering questions related to a subject or to the locality of the school or their city. •Prepare a theme/ presentation for a videoconference with students at another school. The presentation can be followed by an open round of questions. Later the other school has the same assignment. •For younger children, parents may participate in the exchange, explaining for example their profession or hobby. Pere Marquès (2010)
  17. 17. 6. Reviewing “the class journal” on the DWB 1. Summarising the lectures in “the class blog” 2. Presenting the blog to the rest of the class Pere Marquès & Ole C. Glad (2013) The class journal The class journal Pere Marquès & Ole C. Glad (2013)
  18. 18. •Every day two students (authors) summarise what has been done during lessons in the class journal, adding essential schemes, links, images etc. •At the end of each week blog authors present the changes on the DWB. The class journal can then be review and commented on collectively. •The teacher assesses the whole process and gives comments. OTHER OPTIONS •Absent students will be able to catch up through the daily blog. •Primary/ secondary school: The blog also allows families to follow their children's learning throughout the school year. •Include a list of personal blogs of the students and the teacher. •Nominate the best student work. •The teacher adds texts and images. The students view them and leave comments. For example an article, a story, a photo or a video reportage. Pere Marquès (2010)
  19. 19. tema 7. Improvised use of the DWB: debates and “supported” arguments ? información opiniones INTERNET Pere Marquès & Ole C. Glad (2013)
  20. 20. •With the help of search engines and the DWB any subject or topic can be supported with more information from databases and the Internet, including the possibility to investigate new aspects that may arise from discussions in class. •The teacher or the students search for a specific piece of information on the Internet to be displayed on the DWB and discussed in class. •Student activity is encouraged and assessed. OTHER OPTIONS •Before, during or after debates the students can vote on views and ideas using an electronic voting system. •With the voting system the teacher can display any news or information, and encourage and involve all students to have an opinion. Pere Marquès (2010)
  21. 21. 8. The DWB and special needs education Using big letters   Interact the mouse or the keyboard Pere Marquès & Ole C. Glad (2013)
  22. 22. •Specific activities in the use of the interactive whiteboard (IWB) meant for students with special needs (working without a mouse or keyboard and working with large characters). •Using the document reader to enlarge letters and text accommodating the needs of visually impaired pupils. •Using the IWB with visually impaired students. Students have their own computer connected to the teacher’s computer (for instance with Netmeeting "desktop sharing" ...). Material that is being displayed and written on the IWB can be displayed on the compute in big format. OTHER OPTIONS •The electronic voting system can facilitate participation in collective activities for students with special needs. Pere Marquès (2010)
  23. 23. Although the students are given a great deal of freedom to develop these activities, it is the teacher that coordinates their work and gives comments on their final presentations. The teacher encourages the rest of the class to join in on the evaluation and correction of work. Models centered around the STUDENT In models focused on the activity and initiative of the students, the student takes the role of the teacher, prepares material to be discussed in class, explains topics and asks questions. activity STUDENT class Pere Marquès & Ole C. Glad (2013)
  24. 24. 9. Students find relevant information on the Internet and present it on the DWB in class (student researchers) ? Pere Marquès & Ole C. Glad (2013)
  25. 25. •Voluntarily or as part of an assignment students search the Internet and find resources (images, diagrams, YouTube videos, simulations, multimedia documents ...) related to the topics being studied in school. The research/ homework is followed by a presentation on the DWB in class. •The classmates and the teacher can participate, ask questions and challenge the ideas that are being presented. •All activity in class, both on and off the DWB, is subject to the teachers assessment. OTHER OPTIONS •With the document reader, resources on paper, like photos, drawings, articles or the page of a book or a magazine, can be displayed on the DWB. Projecting three-dimensional objects is also possible. •Links to the different resources can be made available to the student through the class blog or on the educational intranet of the school/ university. Pere Marquès (2010)
  26. 26. 10. Students present and discuss their work on the DWB (monographs, WebQuests) ? Pere Marquès & Ole C. Glad (2013)
  27. 27. •Using a set of 6 diagrams or multimedia slides, the students present the work they have done on a topic, in groups or individually. The activity is supervised by the teacher. •Apart from sharing information and ideas in class, the students get the chance to practice and develop their communication skills. •The presentations are subject to the revision of everyone in class. •To encourage participation the teacher can ask the students to analyse and identify different points of interest in the presentation, concerning content, language or orthography. •The teacher can also draw attention to certain aspects, do evaluations and corrections in class. OTHER OPTIONS •For young pupils in preschool or primary school student work can displayed using the document reader. •For more ideas see:¿Who´s afraid of searching the Internet, copying and pasting? http://peremarques.net Pere Marquès (2010)
  28. 28. 11. Preparing and presenting a topic on the DWB (the student takes the role of the teacher ) Pere Marquès & Ole C. Glad (2013)
  29. 29. •Under the supervision and guidance of the teacher, students prepare a multimedia presentation on a certain topic to be explained on the DWB. •The teacher has indicated a path to follow (basic aspects to be treated, how to find and use information etc.). The teacher offers tutorials and extra guidance if needed. •Like in the previous model the teacher can chose to emphasise certain aspects and do evaluations and corrections collectively in class. •As a way of encouraging participation the class can be asked to find errors and spelling mistakes. OTHER OPTIONS •Asking the students to introduce a new topic taking the role of the teacher. •In agreement with the teacher students, in groups, prepare and present a topic of interest that is not strictly curricular. Pere Marquès (2010)
  30. 30. ????????????? ????????????? 12. Students prepare a battery of questions to be presented in class Pere Marquès & Ole C. Glad (2013) ? ?
  31. 31. •Working in groups the students prepare a battery of questions on a certain topic and present them in class using a multimedia presentation (one slide for each question). •The questions will be answered individually on a piece of paper. •Later, in a second multimedia presentation, solutions are shown on the DWB. Each student corrects their answers (working alone or in pairs). •Again, to encourage participation the class is asked to find errors and spelling mistakes in the material presented. •The teacher will also emphasise the aspects he or she considers appropriate and if necessary correct the battery of questions presented. OTHER OPTIONS •Students can give their answers using the electronic voting system. •Alternatively the presentation of the questions can be done on paper and presented on the DWB using the document reader. •The questions presented can be about images (animals, monuments, art…) Pere Marquès (2010)
  32. 32. 13. Students create educational material and present it on the DWB ? Pere Marquès & Ole C. Glad (2013)
  33. 33. •Working in groups the students prepare a presentation on a topic from the curriculum and present it on the DWB (reportage, educational material with exercises). •Text editors, multimedia presentation programs, interactive whiteboard software, video editors, authoring systems (Hot Potatoes, JClic) and other tools are made available to the students. •The teacher offers rounds of tutorials and helps the students when needed. • The presentation is evaluated collectively in class. Abstracts of the work can be added to the class journal or put out on the schools´ educational intranet. OTHER OPTIONS •Make videotape recordings with the DWB (short reportages that can be included in the presentation). •Creating virtual guides in multimedia format of a place (i.e. a museum, a historical site, a city). Each week the class “visits” a new place. Pere Marquès (2010)
  34. 34. 14. Presenting work done in collaboration with other schools/ videoconference on the DWB (Telematics projects) Working together Pere Marquès & Ole C. Glad (2013) Presenting together
  35. 35. •Engaging in collaborative work with other schools. •Students work in groups with members from another school. At the end of the project the work is presented together in class with both schools participating using the DWB and a videoconference system. •After the presentation, questions and comments are exchanged. •Projects and student activity in class will be evaluated by the teacher. OTHER OPTIONS •Each student prepares a question for their colleagues at the other school (presented using the videoconference system). Later the same medium is used to share solutions, exchange comments and discuss points of special interest. •The questions presented can be about images (animals, monuments, art…) Pere Marquès (2010)
  36. 36. 15. Reviewing and discussing daily news (Today’s news enter the classroom) Pere Marquès & Ole C. Glad (2013) ?
  37. 37. •Projecting digital newspapers on the DWB, the class can discuss current issues related to the curriculum (i.e. talk about different conflicts in the world, consider multicultural aspects and discuss values and opinions). •Every day two students prepare two news articles that are presented in class using the DWB (3 minutes presentations). •The presentations are followed by debates in class. OTHER OPTIONS •The same news story can be compared in different newspapers (with different points of view, including foreign newspapers if possible). Concepts can also be extended online. •With a document reader articles cut out from newspaper or magazines can be projected in class. •With the electronic voting system, the teacher can conclude the debate in class with a student opinion poll. Pere Marquès (2010)
  38. 38. 16. Debates with multimedia support Pere Marquès & Ole C. Glad (2013)
  39. 39. •The class is divided into two or three groups that are asked to represent different opinions on a controversial topic. The groups do research to find material that supports their positions and prepare and present the arguments in class using the DWB (with multimedia support). •After the presentations, the students are divided into small groups to discuss the topic (fifteen minutes duration). •Then each group present their discussion (concepts involved, assumptions, evidence, conclusions and implications). Ideas and viewpoints that emerge are transferred to the digital whiteboard by one of the students. •The exercise culminates in a debate, were the different contributions are discussed with the intent to reach consensus. OTHER OPTIONS •With a wireless mouse / keyboard, students may write their contributions to the discussion from their own desk. •At the end students can explain what they have learned, how their views have changed, etc. Pere Marquès (2010)
  40. 40. 17. Students present their "personal blog" (digital portfolio) on the DWB MY blog •Cuando cada estudiante tiene un blog personal en él puede realizar los trabajos que le encargue el profesor y también ir recopilando a manera de portafolio informaciones multimedia sobre cada tema de la asignatura. •En este marco, cuando lo establezca el profesor, algunos alumnos presentarán su blog en la PD y comentarán algunos de los trabajos. •De esta manera podrán ser revisados por toda la clase y el profesor podrá •España 2012: todas las aulas tendrán pizarra digital •La magia de la pizarra digital… la pones tú •¿Quien teme el busca, copia y pega de Internet? •Portal de la PIZARRA DIGITAL: investigaciones, bibliografía… http://peremarques.net/pizarra. htm •Tecnología educativa. Web de Pere Marquès Pere Marquès & Ole C. Glad (2013)
  41. 41. •When students have a “personal blog” (or digital portfolio), they can post their class assignments on it and collect multimedia information on the topics of the course. •In this context, when the teacher decides, some students can present their blog on the DWB and discuss it with the class. •In this way the personal blogs can be reviewed by the whole class and the teacher can comment and evaluate both the work of the bloggers and the comments made by the rest of the students. OTHER OPTIONS •Reviewing the blog of a fellow student can be proposed by the teacher as an assignment. The students leave comments with suggestions for improvements. •Each student can collect information on a certain topic on their blog. When other students find a topic interesting, they can post a comment on the colleague’s blog. •The teacher can also review blogs and comment on the content. Pere Marquès (2010)
  42. 42. 18. Students use the DWB to present collaborative works made in wikis Pere Marquès & Ole C. Glad (2013)
  43. 43. •Wikis can be useful to do collaborative activities throughout the course, like for example the creation of a multimedia glossary related to the subject. •Periodically, when the teacher indicates, each group will present their wiki on the DWB and receive feedback from the rest of the class. •The work on the wiki can be divided so that each student in the group does a part and makes suggestions to the others. Another option is that all students do all the work together. •The teacher also has author rights in the wikis and can leave comments throughout the project. •The teacher will assess the work on the wikis, the presentation and class activity in general. OTHER OPTIONS •These collaborative works can also be made with other Web 2.0 tools, such as GoogleDocs. Pere Marquès (2010)
  44. 44. What does the research say? Research by the DIM-UAB group ratifies the points in the slide number 4 and also states: •The DWB is an instrument of communication / interaction between teachers and students, useful in all subjects and levels. •Teachers and students prefer a class with DWB. •It facilitates both the application of traditional teaching methodologies and student-centered methodologies (most teachers said that they innovated with DWB). •Teachers in classrooms with DWB that receive adequate technical and didactical training, progressively apply didactic models more focused on student learning activities. •You can learn more and better with the DWB, although this depends on what is done with it The magic of the DWB must be put in by teachers PD Pere Marquès (2008)
  45. 45. DURSI Epson SMART Promethean MIMIO High motivation and participation of students 91 92 96 87 It improves understanding of the issues 81 92 94 86 It is easier to perform of collaborative tasks 59 56 87 73 It ecourages creativity, research ... 87 78 75 It facilitates processing student diversity 67 85 78 65 It facilitates teaching 68 94 89 79 It facilitates methodological innovation 79 83 86 77 It requires more teaching hours (preparation, activity tracking) 44 88 74 61 It increases satisfaction, motivation and self-esteem of teachers 60 85 86 63 It contributes to improving student learning in general 59 95 85 70 Students consider they learn 72 84 72 47 It improves the academic performance of students 31 60 50 32 Numbers represent percentage of teachers. In DURSI, SMART and Promethean it is the average of 2 investigations. COMPARING RESULTS… …OF RESEARCH ON DIGITAL WHITEBOARDS
  46. 46. Para lograr una significativa mejora en las notas y en la reducción del fracaso escolar no basta un cambio tecnológico/metodológico, se necesita un cambio curricular en profundidad como el que proponen el “curriculum bimodal” y el ”nuevoparadigma formativo”. Pere Marquès (2014)
  47. 47. •Other versions: SPANISH, CATALAN •Spain 2012: Digital whiteboards in all classrooms as a goal (Spanish) •Who´s afraid of searching the Internet, copying and pasting? (Spanish) •Research DIM about digital whiteboard (Spanish) •The digital whiteboard web page: http://peremarques.net/pizarra.htm (Spanish) •Education technology. Pere Marquès´ web page (Spanish) •Tecnología educativa. Web de Pere Marquès http://peremarques.net/ •Técnicas didácticas con TIC http://peremarques.net/didacticacontic.htm MORE INFORMATION… Pere Marquès (2013) UAB Educational Network DIM <pere.marques@uab.es> Illustrations: Ole C. Glad <ocglad@gmail.com> WILL YOU HEP US? We will continue developing more guides like this and organizing activities and research with teachers and schools to promote innovation and educational improvement. But if we had more financial support from companies, institutions, people ... we could do more.. Pere Marquès. Director GRUP DIM THIS GUIDE AND ALL DIM GROUP’s ACTIVITIES ARE FREE The contents can be freely used, indicating the authorship
  48. 48. OTHER RELATED TOPICS En http://peremarques.net/didacticacontic.htm Ver TÉCNICAS DIDÁCTICAS CON TIC http://peremarques.net/didacticacontic.htm
  49. 49. + TUTORÍA: detecta dificultades y orienta familia, intel.múltiples, desarrollo, sociabilidad, autoestima, emociones, motivación ACTIVIDADES PRÁCTICAS COMPETENCIALES 1. SABER HACER consultando: apuntes, libros, Internet Y elaborar unos “apuntes personales” VOCABULARIO BÁSICO conceptos, personas, hechos, datos (glosario de las asignaturas) 2. MEMORIZAR + hacer MUCHAS ACTIVIDADES auto/co/hetero EVALUACIÓN CONTINUA y exámenes-control Bimodalidad metodológica y en la evaluación y elaborar un “glosario personal” comprender, usar, explicar (memorización reconstructiva) CURRICULUM BIMODAL: 2 tipos de actividades hacer ejercicios, leer, expresarse.. EXPE RIEN CIA individuales y colaborativas buscar información, investigar, aplicar, valorar, crear, proyectos, problemas, roles Exámenes prácticos: se pueden usar los apuntes Exámenes teóricos: 70% de las preguntas serán sobre el glosario Pere Marquès (2014)
  50. 50. Pere Marquès (2014) Pere Marquès (2014)
  51. 51. Aprender = memorizar mucho + saber hacer con lo memorizado (sin apoyos) Aprender = saber hacer con apoyos + memorizar vocabulario APRENDER: AYER Y HOY AYER HOY + crear nuestra memoria externa Ahora la información la tenemos siempre al alcance… …pero tenemos que aprender a encontrarla (con rapidez) cuando la necesitamos. Por ello necesitamos crear y organizar nuestra memoria externa con un amplio vocabulario y referentes culturales bien estructurados Pere Marquès (2014)
  52. 52. PROFESORADO tutoría y detección precoz de dificultades planificador, gestor, investigador… ALUMNADO aprendizaje servicio en el aula evaluación continua compartida y aprender del error iniciativa discente y autoaprendizaje INSTRUMENTOS uso intensivo de las TIC todos los entornos y recursos grupos y tiempos flexibles ACTIVIDADES muchas y significativas crear la memoria externa cada día: instrumentales Pere Marquès (2014) CURRICULUM bimodal común+proyectos optativos 14 BASES PARA EL PARADIGMA FORMATIVO +? de la Era Internet