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The interactive whiteboard revolution
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The University of Sydney. University of Canberra. University of Newcastle Library. University of New England. University of Notre Dame Australia. University of South Australia. University of Technology Sydney. University of Wollongong. Victoria University. Chris Betcher has taught in a variety of classroom settings both in Australia and overseas and now works with teachers and students to help them use technology in engaging, effective and pedagogically sound ways. He is a frequent speaker on interactive whiteboards and other digital learning technologies and is currently the ICT Integrator at Presbyterian Ladies College in Sydney, Australia.
Enter your mobile number or email address below and we'll send you a link to download the free Kindle App. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Would you like to tell us about a lower price? If you are a seller for this product, would you like to suggest updates through seller support? Interactive whiteboards are not just another classroom technology. As the first digital technology designed specifically for teaching and learning, they have the potential to radically alter the way we learn and facilitate the integration and ready use of all other digital technologies - hardware and software.
Just as the blackboard was the symbol and transformative technology of the 18th century classroom, the interactive whiteboard will be the centrepiece of the 21st century digital classroom. Read more Read less. Save Extra with 4 offers.
Customers who bought this item also bought. Page 1 of 1 Start over Page 1 of 1. Sonny Magana. Flipped Learning: Gateway to Student Engagement. Jonathan Bergmann. Doug Johnson. Web Literacy for Educators: 0. Alan C. It is very difficult to obtain a good quality and cheap digital curriculum. The drawback of fixed-height boards is that it is difficult for short students and teachers to reach the top half of the board. However another drawback maybe the wrong placement of the projector may also cause shadow, which happens mostly in case of mobile boards.
It takes more time to prepare for a lesson, a teacher needs more time to create the materials for the lesson. It often happens that the teacher shares too much information which can be confusing. It takes time and experience to become technically accomplished Miller, D. These are mainly in connection with technical setting, the knowledge of software, handling the device, lack of digital curriculum, lack of experience, the time of preparation.
Here several educational institutions lack these devices, although at some places it has been used for a couple of years. Research questions In this research the quantitative methods are used to study the experience of IWB usage.
Other questions and aims: Is there any IWB in the class and what are they used for? Do they have computers and informatics knowledge? Are there any differences between the attitude of genders or age groups towards IWB? How frequently is it used in different subjects? Quantitative test: questionnaires about the present and usage of IWB at secondary and primary schools. Sample Preceding the writing of this research paper a survey was carried out among the teachers of 16 primary and secondary schools in Debrecen Hungary in , to find out the research questions.
From questionnaires were filled in. The youngest is 26 years old and the oldest one is The average of the teachers in the sample is Questionnaire The survey is made up of 32 questions, covering four huge topics. In the second part the questions related to computer are stated: computer ownership, computer users, length of time spent with the computer, computer skills.
The questions in the third part are in connection with IWB: interactive whiteboard ownership at school, the frequency of using the device, the type of device at the school, the number of IWB, preparation of digital curriculum, the length of time for preparation, the use of other ICT devices. The final part closes with attitude analysis: the evaluation of IWB giving positive and negative opinion. Results 3. Using Computers Considering the question on the use of computers the results are the following: The average time of using compute is 2 hours and they use the internet one and the half hours per day.
Figure 1 shows that they use the computer especially for word processing, seeking for information, writing and reading e-mails, etc. Internet Penetration, Young people spend long hours searching the web, they use the Internet for communication, and if we could motivate them with this method to search on educational sites or websites related to the teaching material it would be a great benefit for teachers and for students, too.
These ICT devices will be spread in a bigger number in the future and those who use computers with security are scared of getting into unpleasant situation in front of those who have a secure IT knowledge. The lack of time frightens them too, because it takes much more time to prepare for a lesson held by ICT devices.
Figure 3 shows the frequency of the usage of the different ICT devices among the teachers from the sample. As you can see the most popular devices are the computer and the printer. Figure 3: Using ICT devices in education 3. Unfortunately there are schools where teachers have to use two or three different types of IWBs. Another possibility is that teachers prepare materials which do not depend on the type of IWB but in this case they cannot use all the options of each IWB software. Several companies are trying to solve this problem, and have been developing independent software and digital curriculum.
The schools which took part in the survey use mainly Mimio, Smart, eBeam and Promethean whiteboards. The e-teacher-communities help each other by publishing their material, and these materials with small modifications and individualizations can be used by other teachers.
Our presumptions seem to be proved: it is difficult to start using the IWB, but it later makes your life easier, so it is worth investing the time first. The technology seems easier to integrate into existing pedagogic practice and may therefore aid the fuller use of ICT in subject learning.
Below we can see the time spent on preparing for the lesson among the IWB users and non-users. We did not find any significant difference between the two groups. Preparing digital curriculum It takes a long time First it takes a long time, but later it It does not and preparation takes less and less and it helps a lot take long every time. Connections and comparison Herein it is investigated whether there is a significant relationship between users of the interactive whiteboard and their gender, age and number of years spent teaching. Exact Sig. We also cannot find any difference if we observe the connection between the number of years spent teaching and the frequency of using IWB.
It is supposed that the IWB is more popular among younger teachers because for them it is easier to acquire the proper knowledge of using modern technology. Between Groups 7, 35 , , , Within Groups 33, , Total 41, Table 4: Using IWB and the number of years spent teaching The sum of squares between groups is by far bigger than the sum of squares within groups. Therefore the value of F will be high and the significance level of the null hypothesis referring to the equal means of the groups. So the alternative hypothesis must be accepted, i.
Encountering the IWB for the first time There were a number of different answers to my question referring to where they heard about the IWB first. In Figure 7 the data suggest that the news of the launch of a new device spread by the media, TV, radio quickly gets to the teachers. Positive opinions The following opinions show that the teachers are positive in connection with the usage of IWB. The students will come closer to the subject, it will become more interesting. There are more visual and audible material, faster changing of topic is possible. The students have got used to this visual language, it attracts attention in a more effective way.
The children are mostly influenced by the attraction, they could record lots of things in moments if there was such equipment. To summarize the opinions above, we can say that motivation plays a key role in piquing up the interest of students, motivation — rising of inspirations, approach — visual image, group working, project working, interactivity, involvement of more sensual channels, co-operation, ICT competences, etc. We can share the new knowledge more spectacularly and graphically with the students.
It gives the opportunity to group and project work. It can make the class more interactive and everybody can take an active part in the learning process. It enhances co-operation between students and teachers and the possibility of improving ICT competencies. It is very effective when the information gets to the student in different kinds of channels because it is stored and remains better in their minds.
For instance the vision, hearing, sensation, sense of feeling etc. It is interesting that one of my colleagues use dance and rhythm in teaching information technology to help explain algorithms. Barriers There is not only a need for teacher training, but also to reform the curriculum in itself. School publishers and companies of subject development are already working in these areas to create new schemes. The diversity of types of interactive whiteboards bundled with different types of programs makes the educator's work fairly difficult.
Related The Interactive Whiteboard Revolution: Teaching With Iwbs
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