Integrating Interactive White Boards (IWBs) into the Mathematics Classroom - PowerPoint PPT Presentation

1 / 20
About This Presentation
Title:

Integrating Interactive White Boards (IWBs) into the Mathematics Classroom

Description:

Integrating Interactive White Boards (IWBs) into the Mathematics Classroom Presented by: Krishelle Hardson-Hurley University of San Diego – PowerPoint PPT presentation

Number of Views:158
Avg rating:3.0/5.0
Slides: 21
Provided by: ITSDepa4
Category:

less

Transcript and Presenter's Notes

Title: Integrating Interactive White Boards (IWBs) into the Mathematics Classroom


1
Integrating Interactive White Boards (IWBs) into
the Mathematics Classroom
  • Presented by Krishelle Hardson-Hurley
  • University of San Diego

2
The 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.
3
Problems 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.  
4
Technology 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.
5
Three-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.
6
Pedagogical 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.
7
Three-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.
8
Stage 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.
9
Three-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.
10
Stage 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.
11
Three-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.
12
Stage 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.
13
How 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.
14
How 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.
15
How 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.
16
How 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.
17
How 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.
18
Conclusions
  • 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
19
Conclusions
  • 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
20
References
  • 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.
Write a Comment
User Comments (0)
About PowerShow.com