IWBs are one of the fastest growing technologies in education today. IWBs help differentiate instruction. IWBs are proven effective even when other methods fail.
Elementary teacher and students show interaction and ease of use. Middle School Social Studies demonstration Demonstration of integration of other technologies with IWBs (brief) How to make your own 3D books! Not To Be Missed! Salman Khan explains how to use technology to teach math.
LD, ID, ADD, OHI Need supports Need interaction Need validation Need engagement Typically served in a small group, self- contained setting or collaborative classroom.
Interactive Whiteboards can: Engage learners more effectively Engage learners more effectively Sustain attention longer Sustain attention longer Be more student centered Be more student centered Facilitate collaboration Facilitate collaboration Address higher level thinking skills Address higher level thinking skills Produce a greater increase in student achievement Produce a greater increase in student achievement
Interactive White Boards Can interface with other technologies Engages students Sustains attention Encourages collaboration Student centered Multi-modal Access to the world wide web Accesses higher thinking levels Uses instructional software Overhead projectors Can not interface Little capacity for engagement Shorter attention Little or no collaboration Teacher centered Flat images only No access to the world wide web Does not have the creative aids for higher levels of skills Can not use instructional software.
A nalyze Learners S tate Standards and Objectives S elect Strategies, Technology, Media, and Materials U tilize Technology, Media and Materials R equire Learner Participation Evaluate and Revise
2 Considerations Evaluation of Technology Was it student centered? Did it engage students? Were student needs met? Was it reliable? Evaluation of Student Learning Did student attention increase? Did student participation increase? Did student competency increase?
What we know : As presentation hardware, IWBs are superior to existing technology such as an overhead projector because of their capacity to interface with other technologies such as the computer, ipad, tablet, or smart phone. When one considers what this means in terms of what it can bring into the classroom, there is little in the way of comparison. IWBs are capable of engaging students in complex, meaningful, goal-directed learning activities (Kuo & Hsiao, 2013). Students can be active in the processes of collaboration, discussion, creativity, and performance through a medium which addresses all learning styles rather than just a view of projected 2D notes (Thomas & Schmid, 2010) (Salton & Arslan, 2009).
When used appropriately, the IWB can be much more student centered than traditional presentations which are teacher centered (Howland, Johnassen, & Marra, 2013). For example, students can be involved in creating and sharing videos for demonstrations of how to solve math problems which is a much higher level skill than merely observing the teacher demonstrate a formula and/or choosing an answer from a list of choices.
For the population under consideration, IWBs can serve as a far less stressful and more successful form of evaluation than traditional tests, which typically result in failure. IWBs are more successful student engagement, and holding the attention and interest which is a major concern in working with students with special needs. IWBs can significantly increase student achievement. (Clemens, Moore, & Nelson, 2010). IWBs can help in cases where the use of traditional methods are failing (Dost’al, 2011).
Through this project, I have learned a great deal about using IWBs, as well as WHY they should be used.
More like experiences students have outside class Teacher centered vs. student centered activities Research exists to back producers’ claims. Amazing capabilities THE WORLD CAN BE BROUGHT INTO THE CLASSROOM!
This presentation was prepared by Jannet L. White Strayer UniversitySummer 2014 Dr. Peter Dedominici