Using IWBs to their full potential in classrooms

Posted: April 4, 2014 in Uncategorized
Tags: ,

It is dangerous to assume that Interactive Whiteboards (IWBs) infallibly enhance learning because they are interactive. Higgins, Beauchamp and Miller (2007)  make clear that teachers are still the pivotal determinant in student learning, with or without an IWB.

On reflection of my professional experience, we only used the IWB as a projector screen, with the teacher using the computer and students contributing answers orally. When I asked why it wasn’t used more interactively, she said she would need to transfer her lesson plans and programs into the software, and it always required recalibration. Reluctantly, she showed me how to use the software but I felt it was an opportunity wasted, both for myself and for the students.

While the advantages of IWBs are many, including multimodality, immediate feedback, efficiency, maintains attention and caters to different learning styles, teachers and students require training and support to fully utilise the technology in embedded, meaningful practice. Without doing so, it may lure teachers into the trap of reinforcing teacher-led pedagogy, and this is why handover to students is important.

 

Reference

Higgins, S., G. Beauchamp, and D. Miller (2007), Reviewing the literature on interactive whiteboards, Learning, Media and technology32(3), 213-225.

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