Title: Integrating Interactive White Boards (IWBs) into the Mathematics Classroom
1Integrating Interactive White Boards (IWBs) into
the Mathematics Classroom
- Presented by Krishelle Hardson-Hurley
- University of San Diego
2The Research
- Interactive White Boards (IWBs) serve as a tool
to enhance teaching by offering the following - Flexibility and Versatility
- Multimedia/multimodal presentation
- Efficiency
- Supporting planning and the development of
resources - Modeling ICT skills to students
- Interactivity and participation in lessons
- IWBs serve as a tool to support learning by
offering the following - Motivation and affect
- Multimedia and multisensory presentation
Smith, H. J., Higgins, S., Wall, K., Miller, J.
(2005). Interactive whiteboards Boon or
bandwagon? A critical review of the literature.
Journal of Computer Assisted Learning, 21(2),
91-101.
3Problems and Issues
- Practicalities of the setting (lighting,
placement, etc). - Training
- Without proper practical and methodological
training, IWBs will not become the transformation
pedagogical tool that they are meant to become. - Without proper training on pedagogical tools
within specific content areas, IWBs will simply
become a presentational aid.
Smith, H. J., Higgins, S., Wall, K., Miller, J.
(2005). Interactive whiteboards Boon or
bandwagon? A critical review of the literature.
Journal of Computer Assisted Learning, 21(2),
91-101. Glover, D., Miller, D., Averis, D.,
Door, V. (2007). The evolution of an effective
pedagogy for teachers using the interactive
whiteboard in mathematics and modern language an
empirical analysis from the secondary sector.
Learning, Media, and Technology , 32 (1),
5-20.
4Technology might enhance the pedagogy only if
the teachers and pupils engaged with it and
understood its potential in such a way that the
technology is not seen as an end in itself but as
another pedagogical means to achieve teaching and
learning goals.
Higgins, S., Beauchamp, G., Miller, D. (2007).
Reviewing the literature on interactive
whiteboards. Learning, Media and Technology,
32(3), 213-225.
5Three-Stage Process of Pedagogical Development
- STAGE 1 Supported teacher-center approach where
IWB is used to enhance tradition whiteboards
focused didactic teaching - STAGE 2 Interaction where the teacher recognizes
some of the additional benefits of the technology
and endeavors to stimulate interactivity by
questioning and involvement of pupils - STAGE 3 Enhanced Interaction where the teacher
moves from the instructional to the involvement
role and uses the technology to stimulate,
integrate and develop interactive learning
Miller, D., Glover, D. Averis, D. (2004)
Matching technology and pedagogy in teaching
mathematics understanding fractions using a
virtual manipulative Fraction wall, paper
presented at the British Educational Research
Association Conference, UMIST, Manchester,
September.
6Pedagogical Change Where to Start
- Recognize what interactivity means
- Student to Student Interactivity
- Teacher to Student Interactivity
- Value the technology and learn how to use it
- Understand the nature of interactivity and its
pedagogical implications
Glover, D., Miller, D., Averis, D., Door, V.
(2007). The evolution of an effective pedagogy
for teachers using the interactive whiteboard in
mathematics and modern language an empirical
analysis from the secondary sector. Learning,
Media, and Technology , 32 (1), 5-20.
7Three-Stage Process of Pedagogical Development
- STAGE 1 Supported teacher-center approach where
IWB is used to enhance tradition whiteboards
focused didactic teaching - STAGE 2 Interaction where the teacher recognizes
some of the additional benefits of the technology
and endeavors to stimulate interactivity by
questioning and involvement of pupils - STAGE 3 Enhanced Interaction where the teacher
moves from the instructional to the involvement
role and uses the technology to stimulate,
integrate and develop interactive learning
Miller, D., Glover, D. Averis, D. (2004)
Matching technology and pedagogy in teaching
mathematics understanding fractions using a
virtual manipulative Fraction wall, paper
presented at the British Educational Research
Association Conference, UMIST, Manchester,
September.
8Stage 1 Supported Teacher-Centered Approach
- What does it look like?
- Teacher is the focus following traditional
approaches - Minimal pupil activity with the exception of
response to teacher questioning - IWB used as visual support
- Effect
- Students see the use of the IWB as a new tool
- Impact on Pedagogy
- Illustrates, does not develop concepts
Miller, D., Glover, D. Averis, D. (2004)
Matching technology and pedagogy in teaching
mathematics understanding fractions using a
virtual manipulative Fraction wall, paper
presented at the British Educational Research
Association Conference, UMIST, Manchester,
September.
9Three-Stage Process of Pedagogical Development
- STAGE 1 Supported teacher-center approach where
IWB is used to enhance tradition whiteboards
focused didactic teaching - STAGE 2 Interaction where the teacher recognizes
some of the additional benefits of the technology
and endeavors to stimulate interactivity by
questioning and involvement of pupils - STAGE 3 Enhanced Interaction where the teacher
moves from the instructional to the involvement
role and uses the technology to stimulate,
integrate and develop interactive learning
Miller, D., Glover, D. Averis, D. (2004)
Matching technology and pedagogy in teaching
mathematics understanding fractions using a
virtual manipulative Fraction wall, paper
presented at the British Educational Research
Association Conference, UMIST, Manchester,
September.
10Stage 2 Interactive
- What does it look like?
- Teacher begins to challenge students to think by
using visual, verbal and kinesthetic stimuli. - Teacher is getting comfortable and begins to
explore other tools (PowerPoint, Excel, etc). - IWB is center of student attention it is used
to - Illustrate,
- Develop, and
- Test discrete concepts
- Effect
- IWB is not a novelty but integrated into teaching
and learning - Impact on Pedagogy
- Full potential is not fully developed
Miller, D., Glover, D. Averis, D. (2004)
Matching technology and pedagogy in teaching
mathematics understanding fractions using a
virtual manipulative Fraction wall, paper
presented at the British Educational Research
Association Conference, UMIST, Manchester,
September.
11Three-Stage Process of Pedagogical Development
- STAGE 1 Supported teacher-center approach where
IWB is used to enhance tradition whiteboards
focused didactic teaching - STAGE 2 Interaction where the teacher recognizes
some of the additional benefits of the technology
and endeavors to stimulate interactivity by
questioning and involvement of pupils - STAGE 3 Enhanced Interaction where the teacher
moves from the instructional to the involvement
role and uses the technology to stimulate,
integrate and develop interactive learning
Miller, D., Glover, D. Averis, D. (2004)
Matching technology and pedagogy in teaching
mathematics understanding fractions using a
virtual manipulative Fraction wall, paper
presented at the British Educational Research
Association Conference, UMIST, Manchester,
September.
12Stage 3 Enhanced Interactivity
- What does it look like?
- Technology is an integral part of most teaching
in most lessons - Integration of concept and cognitive development
in a way that exploits the interactive capacity
of the technology - IWB used to prompt discussion, explain processes,
develop hypothesis or structures and then test
these by varied application - Effect
- Teachers aware of available techniques fluent in
use of technology and flexibility of lesson - Impact on Pedagogy
- Teachers show enhanced understanding of the
learning process and talk about ways technology
can support learning
Miller, D., Glover, D. Averis, D. (2004)
Matching technology and pedagogy in teaching
mathematics understanding fractions using a
virtual manipulative Fraction wall, paper
presented at the British Educational Research
Association Conference, UMIST, Manchester,
September.
13How to Achieve Enhanced Interactivity Tip
1-Lesson Preparation
- Lesson Preparation
- Tighter planning
- Implementation of lesson plans according to the
need to cover prepared material - Planning with greater precision, consider all
available resources - Result
- Depart from the prepared script and use fresh
or recalled screens - Faster pace allows for less time for off-task
behaviors
Glover, D., Miller, D., Averis, D., Door, V.
(2007). The evolution of an effective pedagogy
for teachers using the interactive whiteboard in
mathematics and modern language an empirical
analysis from the secondary sector. Learning,
Media, and Technology , 32 (1), 5-20.
14How to Achieve Enhanced Interactivity Tip
2-Lesson Structure
- Lesson Structure
- Construct lessons with a progression for
conceptual development - Offer opportunities for cognitive growth through
reflection - Starter ? Developmental phase ? Review of
learning - Result
- Ability to match activities to objectives
- Students use the IWB to help in their evaluation
of whether they met such objectives
Glover, D., Miller, D., Averis, D., Door, V.
(2007). The evolution of an effective pedagogy
for teachers using the interactive whiteboard in
mathematics and modern language an empirical
analysis from the secondary sector. Learning,
Media, and Technology , 32 (1), 5-20.
15How to Achieve Enhanced Interactivity Tip
3-Learning Management
- Learning Management
- Ability to look at students during the lesson
- Recall slides and materials to address
misconceptions - Deviations in lesson can be captured and
maintained for revision - Result
- Depart from the prepared script and use fresh
or recalled screens - Faster pace allows for less time for off-task
behaviors
Glover, D., Miller, D., Averis, D., Door, V.
(2007). The evolution of an effective pedagogy
for teachers using the interactive whiteboard in
mathematics and modern language an empirical
analysis from the secondary sector. Learning,
Media, and Technology , 32 (1), 5-20.
16How to Achieve Enhanced Interactivity Tip
4-Storing and Editing Lessons
- Storing and Editing Lessons
- Ability to save and re-use resources
- Organize your files in 1 of 3 ways
- By topic and extracting as each lesson was
prepared - By lesson and then copied if to be used in
another lesson - By intended year group and then developed with
further material if being used for different
content - Result
- Ability to refine lessons for different classes
rather than redesign - Ability to access materials quickly in the lesson
Glover, D., Miller, D., Averis, D., Door, V.
(2007). The evolution of an effective pedagogy
for teachers using the interactive whiteboard in
mathematics and modern language an empirical
analysis from the secondary sector. Learning,
Media, and Technology , 32 (1), 5-20.
17How to Achieve Enhanced Interactivity Tip
5-Pedagogical Change
- Approach planning for enhanced interactivity in
the following ways - Plan for cognitive development
- Create clear visual representation of concepts
- Activities should encourage an active, thinking
approach - Progression in learning and attainment through
progressive lesson structure - Illustrate concepts in different ways
- Sequencing is important
- Gain immediate feedback
- Recall to strengthen learning
Glover, D., Miller, D., Averis, D., Door, V.
(2007). The evolution of an effective pedagogy
for teachers using the interactive whiteboard in
mathematics and modern language an empirical
analysis from the secondary sector. Learning,
Media, and Technology , 32 (1), 5-20.
18Conclusions
- It is still the quality of the teaching that
ensures progress the IWB alone does not
guarantee it. - Teachers need time to develop their
technological fluency, apply pedagogic principles
to the available materials or to the development
of materials, and then to incorporate the IWB
seamlessly into their teaching - Students should have access to the board
- Effective teaching requires that the technology
and the pedagogy are directed towards enhanced
and structure understanding
Glover, D., Miller, D., Averis, D., Door, V.
(2007). The evolution of an effective pedagogy
for teachers using the interactive whiteboard in
mathematics and modern language an empirical
analysis from the secondary sector. Learning,
Media, and Technology , 32 (1), 5-20. Photo
http//21stfollowup.wikispaces.com/file/view/sb680
Kids.jpg/57534752/sb680Kids.jpg
19Conclusions
- Enhanced Interactivity requires
- Potential IWB users to become confident operators
of the equipment and software - Opportunities for reflection on the way in which
the IWB can present concepts - Willingness to link subject-specific work to
think about the process of learning
Glover, D., Miller, D., Averis, D., Door, V.
(2007). The evolution of an effective pedagogy
for teachers using the interactive whiteboard in
mathematics and modern languages an empirical
analysis from the secondary sector (Vol. 32).
Learning, Media and Technology. Photo
http//mytechperformance.com/images/teacheratSMART
board.jpg
20References
- Glover, D., Miller, D., Averis, D., Door, V.
(2007). The evolution of an effective pedagogy
for teachers using the interactive whiteboard in
mathematics and modern languages an empirical
analysis from the secondary sector (Vol. 32).
Learning, Media and Technology. - Higgins, S., Beauchamp, G., Miller, D. (2007).
Reviewing the literature on interactive
whiteboards. Learning, Media and Technology , 32
(3), 213-225. - Levy, P. (2002). Interactive whiteboards in
learning and teaching in two Sheffield schools a
developmental study. Retrieved December 10, 2010,
from http//www.shef.ac.uk/eirg/projects/wboards - McCrummen, S. (2010). Some educators question if
whiteboards, other high-tech tools raise
achievement. The Washington Post. Washington, DC.
Retrieved from http//www.washingtonpost.com/wp-dy
n/content/article/2010/06/10/AR2010061005522.html.
- SMART Technologies Inc. (2006). Interactive
Whiteboards and Learning Improving student
learning outcomes and streamlining lesson
planning. SMART Technologies Inc. - Smith, H. J., Higgins, S., Wall, K., Miller, J.
(2005). Interactive whiteboards boon or
bandwagon? A critical review of the literature.
Journal of Computer Assisted Learning , 21,
91-101.