What is a Interactive whiteboard? An interactive whiteboard is an instructional tool that allows computer images to be displayed onto a board using a digital projector. The instructor can then manipulate the elements on the board by using his finger as a mouse, directly on the screen. Items can be dragged, clicked and copied and the lecturer can handwrite notes, which can be transformed into text and saved. They are a powerful tool in the classroom adding interactivity and collaboration, allowing the integration of media content into the lecture and supporting collaborative learning. Used innovatively they create a wide range of learning opportunities. Introduction Researchers who have examined the use of interactive whiteboards IWB for …show more content…
A related benefit was the flexibility and versatility of the (IWB) as a teaching tool to allow teachers to support multiple needs within one lesson (Miller & Glover, 2002). Related to this is the opportunity for teachers to draw from countless multimedia sources, a frequently reported benefit of (IWBs) (Glover & Miller, 2001; Levy, 2002). Teachers also report that (IWBs) extend possibilities when catering for a range of needs within a lesson. Miller and Glover (2002) describe one primary teacher 's approach in splitting the (IWB) into three screens: each used to develop comprehension of a text at three levels with each group in turn. The facility to flip back and forth between pages on an (IWB) screen is also reported as a useful technique in supporting a range of needs within a class flexibly and spontaneously (Latham 2002; Levy 2002; Walker …show more content…
The perception of students and Interactive whiteboards In the study done by Wall, Higgins and Smith (2005) to collect information about the opinions of students on the (IWB) and its effects on the teaching and learning process, it was found that students have positive attitudes towards the use of (IWBs) in mathematics and science classes. In a study, Schut (2007) found that the (IWB) is a valuable educational tool in class and that the (IWB) has several benefits such as focusing students’ attention on the topic, increasing students’ interest and their interaction, and developing visuals. Also, learner’s perceptions on the use of (IWBs) in their classrooms, Wall et al. (2005) found that learners saw (IWBs) as effective tools for initiating and facilitating the learning process, in particular when they were given the opportunity to use the (IWB) themselves. The learners also commented on the visual nature of the (IWB), frequently referring to the different ways information can be presented which was seen as a way to reinforce concentration and attention (Wall et al.,
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
It is helpful to connect the learning to a student’s prior experience. Teachers also need to consider the role of technology in their classroom.
Over the years there have been numerous tips, tricks and gimmicks educators have used in an effort to reduce their teaching load. Is there anything that can be done to lessen the scholastic load without sacrificing quality instruction? Yes there is, it's the Internet.
Anglin, Gary J. (1995). Instructional Technology: Past, Present and Future. (2nd ed.). In Barbara L. Grabowski, Message Design: Issues and Trends. (pp. 222-225). Colorado: Libraries Unlimited, Inc.
The final, and possibility most challenging, component of the UDL is engagement. The chapter discusses leveled reading applications, such as Classical Comics and Start-to-Finish, encouraging readers of all levels to be active in the reading process. Interactive whiteboards are discussed as well as they can present information that can be interacted with, saved for further reference, printed for students in need and is user friendly. The chapter ends promoting the UDL principles and the technology that can help a teacher foster this environment into his or her own classroom and teaching profile.
One important aspect of building this bridge is to understand the various learning styles evident in the classroom. Teachers tend to have their own preferences, or strengths, concerning their styles (Thompson, 1997). According to Thompson (1997), teachers noted for their excellence tended to teach in ways consistent with their own styles but found ways to reach students whose preferences differed. These ways included finding material and activities that spurred the student’s interest, and once the student was engaged, allowed the teacher to facilitate the course material. One method is for teacher’s to create learning centers with resources and materials that promote involving the different intelligences (Giles, Pitre, & Womack, 2003). Giles, Pitre, and Womack (2003)
The first issue with this study is the way the interventions were combined with classroom instruction. The teachers incorporated the interventions during whole group instruction, small group instruction or one-on-one. The way that instruction is provided in a classroom impacts the way a student learns the information. As a result, teachers take into account the best way for a particular student to access information when providing instruction. However, this will impact what and how the student is learning.
With the widespread use of digital technology, the classroom teaching approaches and practices went through remarkable changes. When compared to the past ten years, today the classrooms look entirely different in terms of programs and technical tools used to enhance the learning skills of students.
Despite the advantages of having the extent of man’s knowledge at one’s fingertips, technology is not the best learning tool within the classroom. On a university-sponsored TEDTalk, Stephen Tonti said “We have to teach kids to teach themselves. It’s the best things we can do for our kids…. Our society has to embrace cognitive diversity.” There are three major types of learners: auditory, visual, and kinesthetic. If one places the three types of learners in a science lab course, they retain information very differently. Auditory learners thrive when the teacher describes with brilliant imagery wheat happens when muscle fibers contract. Visual learners w...
Some say that technology is a distraction and hinders the students from fully learning and developing important skills that they claim only the interactions with the teacher can provide. Teachers have said that technology is a powerful tool that allows them to introduce and demonstrate learning activities in a completely new way. It has been studied and proven that most kids are more motivated and interested in the concepts they are supposed to learn when the teaching tool of technology is used. A fifth grade teacher stated, “Technology is the ultimate carrot for students. It's somet...
Resources are designed to support us as teachers to plan, deliver and assess our teaching and lesson delivery. All the materials and books, a variation and diversification of approaches, resources used for different learning styles, in order to meet the needs of all my students were contributing to the professional development and continuing education. Preparing visual prompts to stimulate, the use of colour in my slides, always helped to stimulate the interest and emphasise the key points in my teaching. However, computer-based technology, provided opportunities to develop ICT skills. Thus, through class sessions and little practice students were developing skills to use it, and create professionally looking and visually stimulating slides. As teachers, we must be willing to encourage our students to become active participants in their learning, creating opportunities to actively engage all
allows teachers and students to keep up with things they learn or are taught by letting them try
Students need to understand the essence of what is being said to them or presented to them during instructional periods. For students to understand what is being said to them, teachers should use graphic organizers to help students understand what is being taught to them. Teachers can also present applicable background information and content about what they are teaching. Teachers can also present information that brings the ELLs’ cultures and experiences into the curriculum and vocabulary;...
Technology properly used in the classroom has many advantages to a student’s learning. Technology can help students become more involved in their own learning process, which is not seen in the traditional classroom. It allows them to master basic skills at their own rate rather than being left behind. Teachers and students alike can connect to real life situations by using technology in the classroom; this can also help to prepare students for real world situations. Technology can be used to motivate students as well as to offer more challenging opportunities. It can also be used as a visualization tool to keep students interested in the subject that is being taught. When technology is used effectively, students have the opportunity to develop skills that they may not get without the use of technology (Cleaver, 2011). Assessing and monitoring students is easier on the teacher because of the ability to use technology in the classroom. When technology is used correctly it offers limitless resources to a classroom atmosphere.
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA and Denver, CO: ASCD and Mid-continent Research for Education and Learning.