The Engaging Classroom: Interactive White Board Technology

Pedagogical Usefulness Comparing and Contrasting Graphic Organizers Demonstrations Presentations Recording & Playback (feedback) Student Interactivity (mathematics, science, social studies) Interactive formative & summative assessment

Comparing & Contrasting Students can show similarities by annotating over the main board with electronic pens Students can similarly annotate differences at the main board electronically

Graphic Organizers IWBs allow student interaction at the actual graphic on the board with an electronic pen or an electric wand… thus involving the student in movement, action, and learning… while still allowing the teacher to control with a blutooth active slate or remote board… Causes of the 9-11 Attack

Student and teacher interactivity: Demonstration & Presentation Teachers & students can manipulate digital objects, demonstrate math concepts or equations, and present their own lessons

Video streaming and audio playback

Interactive Formative and Summative Assessment and Data Generation Students can electronically respond to projected questions and the data can then be exported to an Excel spreadsheet and displayed in a bar graph allowing instant feedback

IWBs Allow for Videoconferencing Class to class, class to expert… From one culture to Another…

IWBs and Student Achievement A 2007 British Education Communications and Technology Agency (BECTA) study, reported by Schachter (2010) made the following findings: 100: Percentage of students who were enthusiastic about having an IWB in their classrooms. 2: Number of years it takes for a teacher to "embed the interactive whiteboard in their pedagogy” (p. 57). 2 to 3: Ideal number of children working on the whiteboard at one time. (In classrooms with multiple users, all children made significant and measurable gains.) 7.5: Months of additional progress in science made by boys who are struggling learners when IWBs are used extensively. 2.5: Months of additional progress in writing made by boys who are struggling learners when IWBs are used extensively.

IWBs and Student Achievement (con’t) Similarly, Marzano (2009) noted that using IWBs was associated with a statistically significant gain in student achievement 16% overall. 26% gain where a student response device was used. 26% gain where graphics and other visuals used. 31% gain where IWB used to reinforce correct vs. incorrect answers. Mechling, Gast, and Krupa (2007) noted instruction of autistic children via IWBs improved sight word recognition, perhaps because of the large interactive surface. Schweder and Wissick (2008) indicate a wide variety of uses for IWBs in teaching all students, including inclusion students, content area school to good effect.

Mini-Elmo Projection System Slate System for total room control & use by teacher Electronic Wands & Pens for student use at the IWB Internet sites and Videoconferencing Are now part of the IWB Pantheon

References Marzano, R. J. (2009). Teaching with interactive whiteboards. Educational Leadership, 67(3), Mechling, L.C., Gast, D. L., and Krupa, K., (2007). Impact of SMART board technology: An investigation of sight word reading and observational learning. Journal of Autism Development Disorder, 37, doi: /s Schachter, R. (2010). Learning from Great Britain. Instructor,119(6), Schweder, W., Wissick, C.A. (2008). Teaching content with interactive whiteboards. Journal of Special Education Technology, 23(1),