1. Interactive Whiteboards Cláir Bhána Idirghníomhacha (CBIs) 05DA212 Promethean 05DA214 Cambridge-Hitachi

2. © David Kearney, 2005 Admin and Housekeeping  Beware of loose cables  Turn off Mobiles!  Location of Fire Exits and Assembly Areas  Catering – break at 11.30  Possible visits from DES, NCTE, ICS, CESI, Centre  Sign the Roll Book(s), twice per day

3. © David Kearney, 2005 Introductions:  David Kearney, ICT Advisor, Drumcondra  01 8576400, ict@ecdrumcondra.ie  http://homepage.eircom.net/~ictadvisor (choose ‘Hardware and Software’ …choose Interactive Whiteboard Project (click here for link)here  Bernard Nevin, Promethean and Catríona Phelan, Prim-Ed  Peter Kerrison, Cambridge-Hitachi and Patrick Lennon, Meritec

4. © David Kearney, 2005 Teacher Introductions  …and what do you hope to get from this course?

5. © David Kearney, 2005 Course Format  Begin with ‘cailc agus caint’!  By Friday, you will be doing all the work!

6. © David Kearney, 2005 Our Work Schedule  Monday – AM Intro  Tuesday – AM CBI Tour  Wednesday – AM CBI Tour  Thursday – AM Classroom  Friday – AM Classroom  Monday – PM Scoilnet  Tuesday – PM CBI Tour  Wednesday – PM Classroom  Thursday – PM Classroom  Friday - Presentation

7. © David Kearney, 2005 Setting the Scene  Does ICT in general work?  Adoption – Innovation  Inspectorate Report  Shift in Curriculum  Do CBIs in particular work?

8. © David Kearney, 2005 Does IT work? Swedish Färila8 Project This radical overhaul has contributed to the raising of grades in one particular school from one of the lowest in the country in 1993, to being a school boasting with one of the highest grades in 2000 - quoted on https://www.cs.tcd.ie/publications/tech-reports/reports.01/TCD-CS- 2001-05.pdf (accessed 1 June 2005) SIP Projects Control Technolgy - Empowering Minds Liberties Learning Initiative Papert: Maine project Croom VEC Special Education Needs

9. © David Kearney, 2005 Adapted from content in “SMART Board Gallery …Professional ….Strategy”

10. © David Kearney, 2005 Report of Chief Inspector, December 2004 Under “2.2 SCHOOL INSPECTION AT PRIMARY LEVEL”… The inspectors considered that the application of information and communication technologies (ICT) required further development in almost half the schools. P8 “2.3 SCHOOL INSPECTION AT POST-PRIMARY LEVEL”…. Schools were advised that greater use could be made of ICT in areas such as preparation, classroom implementation, methods and research and that students should be encouraged to use ICT constructively in their study of relevant subjects. P9

11. © David Kearney, 2005 Context – more than just Infrastructure "Evaluations of ICT projects in schools provide strong evidence that only when the organization of work has been changed can the introduction of ICT fully support the learning of children." [ITiS 1997]

12. © David Kearney, 2005 Active Learning Confucius  I hear and I forget  I see and I remember  I do and I understand Aristotle  "For the things we must learn before we learn them we learn by doing them"

13. © David Kearney, 2005 Interactive Whiteboards (CBIs) - General benefits . versatility, with applications for all ages across the curriculum (Smith A 1999) . increases teaching time by allowing teachers to present web-based and other resources more efficiently (Walker 2003) . more opportunities for interaction and discussion in the classroom, especially compared to other ICT (Gerard et al 1999). . increases enjoyment of lessons for both students and teachers through more varied and dynamic use of resources, with associated gains in motivation (Levy 2002). ‘What the research says about interactive whiteboards’, from BECTA: document wtrs_whiteboards.pdf - accessed on February 7 th, 2004

14. © David Kearney, 2005 CBIs - Benefits for teachers . enables teachers to integrate ICT into their lessons while teaching from the front of the class (Smith H 2001) . encourages spontaneity and flexibility, allowing teachers to draw on and annotate a wide range of web-based resources (Kennewell 2001) . enables teachers to save and print what is on the board, including any notes made during the lesson, reducing duplication of effort and facilitating revision (Walker 2002) . allows teachers to share and re-use materials, reducing workloads (Glover & Miller 2001) . widely reported to be easy to use, particularly compared with using a computer in whole-class teaching (Smith H 2001) . inspires teachers to change their pedagogy and use more ICT, encouraging professional development (Smith A 1999).

15. © David Kearney, 2005 CBIs - Benefits for students . increases enjoyment and motivation . greater opportunities for participation and collaboration, developing students’ personal and social skills (Levy 2002) . reduces the need for note-taking through the capacity to save and print what appears on the board . students are able to cope with more complex concepts as a result of clearer, more efficient and more dynamic presentation (Smith H 2001) . different learning styles can be accommodated as teachers can call on a variety of resources to suit particular needs (Bell 2002) . enables students to be more creative in presentations to their classmates, increasing self-confidence (Levy 2002) . students do not have to use a keyboard to engage with the technology, increasing access for younger children and students with disabilities (Goodison 2002).

16. © David Kearney, 2005 CBIs – Factors for effective use . sufficient access to whiteboards so teachers are able to gain confidence and embed their use in their teaching (Levy 2002) . use of whiteboards by students as well as teachers (Kennewell 2001) . provision of training appropriate to the individual needs of teachers (Levy 2002) . investment of time by teachers to become confident users and build up a range of resources to use in their teaching (Glover & Miller 2001) . sharing of ideas and resources among teachers (Levy 2002) . positioning the whiteboards in the classroom to avoid sunlight and obstructions between the projector and the board (Smith H 2001) . a high level of reliability and technical support to minimise problems when they occur (Levy 2002).

17. © David Kearney, 2005 Virtual Learning - IWBs  http://www.virtuallearning.org.uk/iwb/ind ex.html http://www.virtuallearning.org.uk/iwb/ind ex.html  Osteniveness, Ludic Elements, Visualization, Bricolage, Granularization, Modules, Mosaics (John Cutthell)

18. © David Kearney, 2005 \continued  So what makes the biggest difference …? Training, and the desire to be Interactive with the new technology…  The visual impact was stunning and for the first time in my career, I’ve seen students picking up negative enlargements easily and even recalling them in an exam situation.  The work they completed in the eight weeks, was significantly better than any work they had done before in Geography.  It is however, the confidence, creativity and imagination of the teacher using the board that will have an impact on these boys and others like them, rather than the board itself.

19. © David Kearney, 2005 CBI has five constituents… Computer Screen Data Projector Physical Connection Software

20. © David Kearney, 2005 Constituents - review  Computer – Mac or PC – Pentium, memory hard drive space and speed, speakers  Screen – physical size, mobile or mounted, passive or active, touch or solid state, height  DP – resolution, throw, brightness, noise, bulb length, xga  Connection – serial, USB - length, blue tooth  Software – features, version

21. © David Kearney, 2005 Three Activities  On-line Discussion Forum  To support the CBI Project, but also to support other CBI users: www.cesi.ie/forum  Software  Commercial ware, freeware, online: CBI as an extension of the desktop  Scoilnet  Using www.scoilnet.ie to locate “CBI-friendly” resources (use document)

22. © David Kearney, 2005 Discussion Forum  Visit www.cesi.ie /forum  You can view the Public folder  You can register  You will receive an email to ‘Activate’  Send an email to the Moderator who can then add you to the Private folder  Comments from the ‘Winds’ project

23. © David Kearney, 2005 Using Scoilnet  Visit www.scoilnet.iewww.scoilnet.ie  Hover on the ‘Teachers’ tab and choose your Level (e.g. Second)  Choose a Course (e.g. Juinior)  Choose a Subject (e.g. History)  Choose a Material Type (usually Additional Resource) …hit GO  Search the Results page for ‘interactive’, ‘Flash’, idirgníomhach …

24. © David Kearney, 2005 CBI as a Desktop  Games …Solitaire  Music …Finale  Numeracy …Euklid  ICT …Tangrams  ICT …Tidy Up  But a CBI can do much more than just run these programs! (annotate, copy screen shots for revision, record live video etc.)

25. © David Kearney, 2005 Tomorrow…  We get to work on the CBIs themselves  Promethean downstairs  Hitachi upstairs  Looking forward to viewing all your good work on Friday