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Why IWBs
The document discusses arguments for and against the use of interactive whiteboards (IWBs) in classrooms. While IWBs can promote interactivity if used effectively, some argue they just enforce old teaching habits and teacher-centric instruction. However, others maintain that IWBs have been shown to improve teaching and learning outcomes when teachers receive proper training. The key is finding the right balance and using IWBs to enable new, engaging ways of teaching with technology rather than just projecting old methods onto the board. Whether a technology improves education depends more on how it is applied than on the technology itself.
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Why IWBs
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- 2. Why IWBs, asin... “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!?”
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- 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 dominanceof the front of the room and teacher supremacy” Gary Stager http://www.techlearning.com/Default.aspx?tabid=67&EntryId=681
- 8. Is technology inherentlygood, or inherently bad? It depends...
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- 10. Argument 1 IWBsare a silver bullet for making our classrooms better more 21st Century places
- 15. Having an IWBin your classroom won't make you an effective teacher any more than sitting in a henhouse will make you a chicken
- 16. Technology tends tobe an amplifier
- 17. Argument 2 Everythingthat can be done on an IWB can be done just as effectively using other tools
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- 23. Argument 3 Ican do all of that with just a projector
- 24. Yes, if allyou really want to do is just project stuff
- 25. Connecting Conversing Pointing Gesturing Interacting Making eye contact
- 29. Argument 4 IWBs aretoo expensive and a waste of money
- 31. Cost of completeIWB 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 IWBsare completely unnecessary when every student has a laptop
- 33. Used by agroup 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 continueto promote 'teacher-centric' instruction
- 35. Students who aretaught 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 littlebit of ‘teacher-centricity’ is not that bad after all?
- 39. Maybe it’s aboutfinding the right balance?
- 40. Teaching is notrocket 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 noproof that IWBs improve student learning
- 44. “IWBs clearly demonstrateda 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 didwe 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 NewWays • 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 useyour IWB like this...?
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- 59. "Evidence suggests thatthe 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 thesummary...
- 61. It’s not aboutwhat happens on the board. It’s about what happens because of what happens on the board. Chris Betcher, 2009
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- 63. Free eBook 10 IWB Features Every Teacher Should Know About www.chrisbetcher.com/ebook Chris Betcher chris@betcher.org www.chrisbetcher.com