Interactive whiteboards (IWB)
IWB technology and its potential use in primary schools was acknowledged in the late 1990s (Moseley et al., 1999).
Benefits of the IWB:
IWBs were well adapted to whole-class teaching (Glover & Miller, 2001a), meets the needs of a wider range of learners (Latham, 2002; Levy, 2002), easier to incorporate and use a range of multimedia resources in lessons (Ekhami, 2002; Johnson, 2002; Levy, 2002), interactive software available enabled teachers to model abstract ideas and concepts in new ways (Edwards et al., 2002; Richardson, 2002; Miller, 2003), can quicken the pace of lessons through the use of prepared materials which reduced the need to write on the board (Glover & Miller, 2001b; Ball, 2003; Miller, 2003), ability to save and then re-use materials (Glover & Miller, 2002; Walker, 2002), encourage resource sharing amongst staff which might reduce teacher workload (Kennewell, 2004) and lastly the resources created and presented are attractive to both teachers and children (Ball, 2003; Kennewell, 2004), and capture and hold pupils’ attention much more strongly than other classroom resources (Smith et al., 2005).
Disadvantages of the IWB:
This was in terms of cost as IWBs can expensive to purchase; they could prove difficult to maintain ; challenges in terms of setting up and maintaining (Brown, 2002; Smith et al., 2005), at least initially; preparation for lessons took longer, and it took time and experience to become technically accomplished (Glover & Miller, 2001c; Levy, 2002; Ball, 2003). Cogill (2003) and Knight et al. (2004) observed that IWBs if not used interactively could reinforce a teacher-centered style of delivery.
Overall there is a three-stage process of pedagogical development in establishing effective teaching with IWB technology: 1. The IWB is used to enhance traditional board focused didactic teaching… 2. Teacher recognises some of the additional benefits of the technology and endeavors to stimulate interactivity by questioning and involvement of pupils… 3. Teacher moves from the instructional to the involvement role and uses the technology to stimulate, integrate and develop interactive learning (Miller et al., 2004a, pp. 6–7).
Benefits of the IWB:
IWBs were well adapted to whole-class teaching (Glover & Miller, 2001a), meets the needs of a wider range of learners (Latham, 2002; Levy, 2002), easier to incorporate and use a range of multimedia resources in lessons (Ekhami, 2002; Johnson, 2002; Levy, 2002), interactive software available enabled teachers to model abstract ideas and concepts in new ways (Edwards et al., 2002; Richardson, 2002; Miller, 2003), can quicken the pace of lessons through the use of prepared materials which reduced the need to write on the board (Glover & Miller, 2001b; Ball, 2003; Miller, 2003), ability to save and then re-use materials (Glover & Miller, 2002; Walker, 2002), encourage resource sharing amongst staff which might reduce teacher workload (Kennewell, 2004) and lastly the resources created and presented are attractive to both teachers and children (Ball, 2003; Kennewell, 2004), and capture and hold pupils’ attention much more strongly than other classroom resources (Smith et al., 2005).
Disadvantages of the IWB:
This was in terms of cost as IWBs can expensive to purchase; they could prove difficult to maintain ; challenges in terms of setting up and maintaining (Brown, 2002; Smith et al., 2005), at least initially; preparation for lessons took longer, and it took time and experience to become technically accomplished (Glover & Miller, 2001c; Levy, 2002; Ball, 2003). Cogill (2003) and Knight et al. (2004) observed that IWBs if not used interactively could reinforce a teacher-centered style of delivery.
Overall there is a three-stage process of pedagogical development in establishing effective teaching with IWB technology: 1. The IWB is used to enhance traditional board focused didactic teaching… 2. Teacher recognises some of the additional benefits of the technology and endeavors to stimulate interactivity by questioning and involvement of pupils… 3. Teacher moves from the instructional to the involvement role and uses the technology to stimulate, integrate and develop interactive learning (Miller et al., 2004a, pp. 6–7).
IWB in the classroom.
At the practicum schools i have been to so far, all the classrooms have either one of the IWB or the interactive ultra short throw. Schools have now put much emphasis on the integration of technology in the classroom which was the main emphasis of the professional development day at my recent practicum school.The word that often kept popping up was the 21st century learners.
In my professional experience 3 tutorial i was better able to learn of how best to implement the IWB in the classroom and learn of its various features and functions. Through our weekly reading on "Reviewing the literature on interactive whiteboards" i learn't of both its positives and negatives. Having gained the knowledge of this particular technology i was excited to use it in the classroom at practicum.
Stepping in my practicum classroom expecting to see an IWB i saw something different. I was soon told by my practicum teacher that it was interactive ultra short throw projector. At first i was shocked as the previous school i went to for my first and second practicum had an IWB in all the classrooms. My original thought was that i didn't like the idea of having an interactive ultra short throw projector instead of an IWB. However after using it constantly in all my lessons, i loved it. It performed most of the functions of an IWB and the great thing is that it can project on any flat surface. My practicum teacher placed in on top of the whiteboard so it became multipurpose and it also didn't take up any space like an IWB. The only downside i found was that you had to use the interactive pen and not your fingers unlike an IWB where you can use both.
Overall I was better able to learn how to best use the interactive ultra short throw projector in the classroom and further develop my skills in using this particular technology. My practicum teacher constantly uses this technology in most of her lessons which was great to see.
Overall I was better able to learn how to best use the interactive ultra short throw projector in the classroom and further develop my skills in using this particular technology. My practicum teacher constantly uses this technology in most of her lessons which was great to see.
Watch a video on ultra short throw projectors
Click on the link below to find out more about the difference between the IWB and the interactive ultra short throw projector!
Which one do you prefer?
comparision_between_the__interactive_ultra_short_throw_projector_and_the_iwb.docx | |
File Size: | 1436 kb |
File Type: | docx |