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Interactive Whiteboards 101 and Academic Achievement

Interactive Whiteboards 101 and Academic Achievement

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Interactive Whiteboards 101 and Academic Achievement

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  1. By Mayra Velez Belton ISD Interactive Whiteboards 101 and Academic Achievement • Equipment needed for the Mimio Teach are a computer, projector, stylus, and magnetic whiteboard. • When connected, the magnetic whiteboard becomes a giant, touch sensitive version of the computer screen. • The combination of laptop, projector and Mimio is still an expensive combination, but they are all so portable that a little preplanning means they can be shared between staff effectively.

  2. An interactive whiteboard is a piece of hardware that looks much like a standard whiteboard but it connects to a computer and a projector in the classroom to make a very powerful tool. • The interactive whiteboard becomes a giant, touch-sensitive version of the computer screen. Instead of using the mouse, you can control your computer through the interactive whiteboard screen just by touching it with a special pen (or, on some types of boards, with your finger). • Anything that can be accessed from your computer can be accessed and displayed on the interactive whiteboard, for example Word documents, PowerPoint presentations, photographs, websites or online materials. Using special software included with the interactive whiteboard, you can also interact with images and text projected on the board: rearranging them, changing their size, color, etc. What is an Interactive Whiteboard ? Click Here for Mimio Interactive Demonstration

  3. How can interactive technology offer richer materials for learning? • The interactive electronic whiteboard is a colorful tool. Research indicates that students respond to displays where color is employed, and marking can be customized both in the pen and in the highlighter features to display a number of different colors. • The board can accommodate different learning styles. Tactile learners can benefit from touching and marking at the board, audio learners can have the class discussion, visual learners can see what is taking place as it develops at the board. • All ages of students respond favorably to board use. • One-computer classrooms can maximize the use of limited computer access by using the whiteboard. • Users can be contributing directly by input both at the computer and at the board. • It’s a kid magnet. Kids of all ages are drawn to the board and they just want to use the board at every opportunity. Click here to watch example 1 of Student Using Interactive Whiteboard: Click here to watch an example 2 of Mimio Interactive Whiteboard Demonstration: Source:

  4. Disadvantages of Using an Interactive Whiteboard? • Mimio does not always pick up every stroke of the pen, which can be frustrating. Some lettering can remain incomplete which could be critical in spelling of names and terms, or in mathematical formulas. • Technical faults with the interactive whiteboard can disrupt the lesson. • Teachers may not be confident in using all of the features on the board. • The whiteboard equipment is expensive and any faults with the equipment would be expensive to correct. • Not all teachers will be confident with computers and using an interactive whiteboard. • The positioning of the board can affect children's vision (e.g. the board may be too high on the wall or too low). • If the sun shines on the board then this can reduce the visibility. Source: Hall, I. & Higgins, S. (2005)

  5. IWB and Achievement • What does using an IWB add to the teaching and learning experience? • Are IWBs just a novelty or do they add to the learning experience? • What are the key factors that take the IWB from a technological aid to an interactive tool? • Finally, is there evidence that having an IWB in the classroom improves achievement?

  6. What does using an IWB add to the teaching and learning experience? • Interactivity • Multimodal – language, image, sound, gesture • Movement – data, teacher, students • Kinesthetic learning • Tighter planning and implementation of lessons • Wider range of sources • Faster pace between lessons • Reduced behavior issues • Teacher faces students – retains eye contact

  7. Are IWBs just a novelty or do they add to the learning experience? • Three Tier classification of IWB use • 28% of lessons as ‘supported didactic’ which is largely teacher centered • 30% of lessons being basically ‘interactive’ • 42% of lessons as ‘enhanced interactivity’ • Progression in use • Lecture – teacher control • Collective Reflection – learner control

  8. What are the key factors that take the IWB from a technological aid to an interactive tool? • Contextual Factors: • Teacher Training • Teacher Confidence • School Culture • Technical Support • Other – Environmental factors

  9. Finally, is there evidence that having an IWB in the classroom improves achievement? • In the UK significant gains were reported in national test scores at age 11. • Key factors • IWB used daily in class for more than 2 years. • Teacher professional development • After 2 years teachers had changed their teaching methods. • Teacher becomes co-learner with students

  10. Resources • CutrimSchmid, E. (2007). Enhancing performance knowledge and self-esteem in classroom language learning: The potential of the ACTIVote component of interactive whiteboard technology. System, (35) 2, (6), 119-133. (ISSN: 0346-251X). • Digregorio, P., Sobel-Lojeski, K. (2009-2010). The effects of interactive whiteboards (IWBs) on student performance and learning: A literature review, Journal of Educational Technology Systems, 38, (3), 255-312. Doi:10.2190/ET.38.3b/an51141426. • Hall, I. & Higgins, S. (2005).  Primary school students' perceptions of interactive whiteboards. Journal of Computer Assisted Learning, 21(2) 102–117.  doi: 10.1111/j.1365-2729.2005.00118.x • Harlow, A., Cowie, B., Heazlewood, M. (2010). Keeping in touch with learning: The use of an interactive whiteboard in the junior school. Pedagogy and Education, 19, (2), 237-243, • Lai, H-J. (2010). Secondary school teacher's perceptions of interactive whiteboard training workshops: A case study from Taiwan. Australasian Journal of Educational Technology, 26(4), 511-522.

  11. More Resources • Lavicza, Z., Papp-Varga, Z. (2010). Integrating GeoGebra into IWB-equiped teaching environments: Preliminary results, Pedagogy and Education, 19, (2). Special Issue: Classroom use of interactive white boards, 245-252. • Lopez, O. (2010). The Digital Learning Classroom: Improving English Language Learners’ academic success in mathematics and reading using interactive whiteboard technology. Computers & Education, 4,(5), 901-915. • Swan, K., Schenker, J. & Kratcoski, A. (2008). The Effects of the Use of Interactive Whiteboards on Student Achievement. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 3290-3297). Chesapeake, VA: AACE. •  Wood, R., & Ashfield, J. (2008).  The use of interactive whiteboards for creative teaching and learning in literacy and mathematics:  a case study.  British Journal of Educational Technology, 39(1) 84 - 96.   doi:  10.111/j.1467-8535.2007.00699.x • Websites:

  12. Additional Interactive Websites • Sounds: • Worksheets: • English: • Math Sites: • Teacher Resources: • Reading & Writing: • Animal Anatomy Game: