Interactive WhiteBoards, like the SmartBoard, have become commonplace in many schools over the past decade. IWB’s afford access to a variety of learning styles and can support inclusion according to Universal Design for Learning theory (Pellerin, 2013). They promise the ability to increase student engagement by providing a focal point for instruction, interactivity, gaming and animations. This increased focus and engagement can improve student learning (Troft and Tirotta, 2009)
IWBs – be SMART Savvy. How are IWBs used in the classroom and to what effect? Are they simply a place to hang student work, a glorified projection screen or are they transformative tools? Visit the Sandbox to share… Link Theory to Practice by downloading the hand-out: SandboxIWB
Share your thoughts, links and ideas about IWB use in the classroom.
Evaluate as your explore. Whether you create a lesson or find one on-line, be sure to participate in some formative assessment as you go (Weston, 2004). Try asking yourself critical questions as you explore:
Does the lesson or interactivity:
- Support and/or meet the learning targets, current curriculum or the needs of the students and/or the teacher?
- Provide a transformative experience rather than simply replacing existing technology? i.e. is there some affordance you have with this technology/interactivity/lesson that you would not otherwise have?
- Reflect the pedagogy of the classroom teacher and/or current educational philosophy?
- Does it encourage student-centered learning or personalization? Do students USE the IWB or simply watch it?
- Does it allow for active learning? student knowledge creation? small group work? hands-on interactivity?
Resources:
SMART Exchange – http://exchange.smarttech.com/#tab=0
Scholastic – http://teacher.scholastic.com/whiteboards/learninggames.htm
ELL/Language Learners – http://iwblanguagelessons.com/
Planning for Smartboards/IWB (a White paper by SMART Technologies) – http://bit.ly/1aLny0f
Create your own games – http://www.classtools.net/_mobileQuiz/index.php
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