Interactive whiteboards
An interactive whiteboard (IWB), is a large interactive display that connects to a computer and/ or a projector. A projector
projects the computer's desktop onto the
board's surface where users control the computer using a pen, finger, stylus, or other
device. The board is typically mounted to a wall or floor stand. Powered by a range of software, the whiteboard becomes a computer screen viewable by an
entire classroom. The projector projects the content from a computer onto the
surface of the board while the teacher controls the content either with a
pointer or a touch of the hand instead of a keyboard and mouse. The combination
of software with the projector results in an interactive setting.
Anything
that can be done on a computer monitor can be replicated on the interactive
white board. Teachers can create lessons that focus on one task such as a
matching activity where students use either their fingers or a pen to match
items. Another teacher might integrate multiple items into a lesson plan such
as websites, photos, and music that students can interact with, respond to
verbally or even write comments on the board itself.
Research
has repeatedly demonstrated that students learn better when they are fully
engaged and that multisensory, hands-on learning is the best way to engage
them. Interactive whiteboards facilitate multisensory learning whether it is a
collaboration exercise for math problem solving or a Google Earth tour of the
Amazon rainforest.
Classroom
applications for using interactive whiteboards include:
· Multimedia
lessons and presentations including audio and video
· Collaborative
problem solving
· Showcasing
student projects and presentations
· Virtual
field trips
· Recorded
lessons that can be used by substitute teachers
· Documentation
of student achievement
Research undertaken by Miller & Glover (2002) into the
use of interactive whiteboards in five schools in
England, evidence showed the potential benefits in the introduction of interactive whiteboards as an integrative
technology within schools were found when the following three conditions were
met:
(a) There was a will to develop and use the technology;
(b) The teachers had to be willing to become mutually
interdependent in the development of materials; and
(c) There had to be some change of thinking about the way in
which classroom activities were resourced.
At Silverstream we have the willingness as well as the
professional learning and support to ensure that these are a tool to further
support student achievement and engagement.
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