The document discusses the author's reflections on using technology in teaching. It describes how the author has learned to use an interactive whiteboard effectively in lessons by making it an interactive component. Examples are given of using the whiteboard's interactive features and running simulations. The document also discusses how technology can aid in differentiating instruction for students with different learning styles by providing multiple formats for presenting information visually, verbally, and through simulations.

1. REFLECTION ON MY
PHILOSOPHY OF
TEACHNOLOGY
Sukh Bhamber

2. Interactive Whiteboard
integration



I have learnt how to effectively use an IWB in
the classroom, beyond just the presentation of
notes.
This technology is an interactive medium and
we must use it as such.
I have planned lessons with the IWB being the
interactive component.

3. IWB Demo

http://www.youtube.com/watch?v=V7H3kobEd
_w

Used built-in interactive activities, infinite
cloning, highlighting, and drawing shapes on a
SMART board.

4. Technology as a tool for
differentiation

Technology makes lessons more interactive
and efficient in delivery. Students of all
learning styles have the potential to be
engaged. The physics 20/30 curriculum being
the perfect example. Running labs or authentic
enrichment opportunities can be structured to
multiple learning styles with technology. Labs
can be enriching experiences as interactive
whiteboards allow the running of interactive
simulations. Data can be analyzed in real time
for students to see, enriching the lesson

5. Technology for differentiation
cont.

it is another way to present information. One of
the key things I learned in education is that it
never hurts to present the same information in
mutliple formats. This is precisely what such
technologies allow. Information presented by the
teacher is textual and verbal, some students are
adept in learning this way. For example the nature
of antibody binding to an antigen can be explained
textually. However, not all students would be
engaged in this manner. Antibody mechanics are
complex, students would benefit from a visual aid
such as a movie or computer simulation where
they can manipulate an antigen/antibody model.
In this way all student are engaged.

6. Technology: differentiation via
Gardner


This is tune with one of Gardner’s points, that
students benefit when given numerous entry
points to information and learning.
Technology does not have to be dependent on
presentation equipment, student access to
resources outside of the standard classroom
via technology, connectivism (the internet) is
critical.