EDC3100 ICT and Pedagogy – Assignment 1 Deanne Draper -Student Number 0050084680

1. Interactive White Boards in Primary Schools http://www.appleshawschool.com EDC3100 ICT and Pedagogy – Assignment 1 Deanne Draper -Student Number 0050084680

2. What is an Interactive Whiteboard? • An interactive whiteboard (IWB) is to be defined as a large display panel that is connected to both a computer and projector. Once connected, the desktop display of the computer is projected onto the whiteboard panel. • The IWB is unique in its use, as the projection from the desktop can be controlled via human touch. • Users can interact with the whiteboard using either their own finger, a pen or another rounded device. • IWBs have achieved success through introducing interactivity in an otherwise relatively static form of communication in the classroom. teachers.egfi-k12.org

3. Rational • Interactive Whiteboards are becoming an important tool within today’s classrooms worldwide. • Educators through professional development, repertoire of skills and understanding of ICT use and pedagogies provide their students with the best possible outcomes for life long learning. • Keeping up with paradigm shifts in advancement of Information Communication Technologies in the 21st century by being open to introducing and utilising the latest technologies in context.

4. Position • Affirm position that the use of IWB in the classrooms are beneficial to learning outcomes for both teachers and students • Interactive whiteboard use impacts learning in the classroom, including social and cognitive development

5. Benefits of IWB Use • Versatility, with applications for all ages across the curriculum (Smith,1999). • Increases teaching time by allowing presentations of web-based and other resources more efficiently (Walker, 2003). • More opportunities for interaction and discussion in the classroom (Gerard et al., 1999). • Increases lesson enjoyment for both students and teachers through more varied and dynamic use of resources (Levy, 2002). • To empower teachers to use technologies which allows differential instruction. • Utilisation of IWB’s may lead to better student engagement, achievement, participation, motivation, self confidence and self esteem.

6. Pedagogical Approach (Finger, Russell, Jamieson-Proctor & Russell, 2007; Palmer, as cited in Nighswander-Rempel, 2002 ; Mosston ^ Ashmont, 2008; and Vygotsky, as cited in Berk, 2008)

7. 21st Century Pedagogy http://edorigami.edublogs.org/category/pedagogy/

8. Context for Use http://www.atarza.com/21st-century-classroom.html

9. Context for Use… Continued ashdalesc.det.wa.edu.au

10. IBW Benefits to Teachers • Teachers are able to share , store and re-use lesson plans/ materials, reducing workloads (Glover & Miller, 2001). • Easy to use when demonstrating or introducing content for whole-class teaching (Smith, 2001). • Inspires teachers to change their pedagogy . • Encourages professional development (Smith ,1999). • Enables teachers to integrate ICT into their lessons daily teaching (Smith, 2001). • Encourages spontaneity and flexibility, allowing teachers to draw on and develop a range of resources and new pedagogies (Kennewell, 2001). • Enables teachers to save and print lessons, keep notations and assists with revision (Walker, 2002).

11. IWB Benefits to Students • Greater opportunities for participation and collaboration, developing students’ personal and social skills (Levy, 2002). • Increased enjoyment and motivation for learning. • Diverse learning styles can be accommodated (Bell, 2002). • Enables students to be more creative in presentations to their peers (Levy, 2002). • Increases self-confidence • Promotes group work and collaboration • Assessable to all age groups and beneficial to students with disabilities (Goodison, 2002). epotential.education.vic.gov.au

12. Curriculum ICT Focus • To develop students� abilities to engage with and use a range of ICT skills and resources • To address the needs of our 21st Century learners in all areas of the curriculum • To provide engaging and relevant learning opportunities that incorporate the wide range of IT capabilities that are now available to enhance student learning • Provide a holistic approach to curriculum focus • Supports diverse learning styles and abilities

13. Curriculum Focus – Key Learning Areas • The Interactive White Board can be incorporated across all Key Learning Areas (KLA’s) • English -literacy, through the use of word processing, presentation software and interactive video • Mathematics- through the use of simulations, modeling and other specific ICT resources. • Science • Health & Physical Education • Technology – incorporating IWB into learning and presentation development • SOSE

14. Collaborative Learning Classroom/Student Organisation Supportive learning environment Teacher Strategies Strike the right balance Plan for Diversity Strike the Right Balance Minimize Clutter & Maximise functionality Co-constructive learning Class Expectations www.jonti-craft.com

15. Classroom/Student Organisation Continued… • Desks are arranged so each student can observe the teacher, presentation and the Interactive White Board clearly • Adequate Space in front of the Interactive White Board for group instruction • Be Prepared for Lessons • Educate students how to use the IWB safely • Behaviour Management • Routines and Structure • Positive Learning Environments

16. Legal/Ethical Considerations • Students use ICT in an “ethical, safe and responsible manner” (Queensland Study Authority (QSA) 2007, p.1) • Teachers are responsible for educating, implementing and monitoring the use of ICT’s • Supporting Children’s Safety Online • Confidentiality • Adhere to School Policies

17. The interactive board is a great teaching resource, however the real stars of the classroom are the teachers and students who use them. Interactive White Board Thanks for Listening to my Presentation on Interactive White Boards

18. References Ashiabi, G. S. (2007). Play in the Preschool Classroom: Its Socioemotional Significance and the Teacher’s Role in Play. Early Childhood Education Journal, 35:2, 199-207. Educational Oragami (2011). ICT and Education, Pedagogy. Retrieved March 21, 2011 from http://edorigami.edublogs.org/category/pedagogy/ Gerard, F., & Widener, J. (1999). A SMARTer Way to Teach Foreign Language: The SMART Board Interactive Whiteboard as a Language Learning Tool. Retrieved March 6 2011, from http://edcompass.smarttech. com/en/learning/research/SBforeignlanguageclass.pdf. Goodison,T. (2002). Learning with ICT at primary level: pupils’ perceptions. Journal of Computer Assisted Learning, pp.282-295. Glover, D. & Miller, D. (2001). Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school. Journal of Information Technology for Teacher Education, 10 (3), pp.257-276. Hall, I. & Higgins, S. (2005). Primary school students perceptions of interactive whiteboards. Journal of Computer Assisted Learning, 21, 102-117. Haldane, M. (2007). Interactivity and the digital whiteboard: weaving the fabric of learning. Learning, Media and Technology, 32:3, 257-270.  Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and Technology, 32 (3), 213-225. Kennewell, S. (2001). Interactive whiteboards – yet another solution looking for a problem to solve? Information Technology in Teacher Education,(39), pp.3-6. Kennewell, S. & Beauchamp, G. (2007). The features of interactive whiteboards and their influence on learning. Learning, Media and Technology, 32:3, 227-241.

19. References Levy, P. (2002). Interactive Whiteboards in learning and teaching in two Sheffield schools: a developmental study. Sheffield: Department of Information Studies, University of Sheffield. National School’s Conference: Early Childhood Education P-3. (2006). e-Teaching: The Pedagogy Underpinning Enhanced Teaching that uses an Interactive Whiteboard in a P-3 Context. Retrieved March 5, 2011 from http://practicalinteractivity.edublogs.org/files/2008/04/pedagogy_underpinning_enhanced_teaching_using_an_iwb_in_a_p- 3_context.pdf Reed, S. (2001). Integrating an Interactive Whiteboard into the Language Classroom. Retrieved March 6, 2011, from http://ferl.becta.org.uk/ display.cfm?resid=1569&printable=1. Rowmow.com (n.d.). Interactive Whiteboards: Set to Revolutionize the Classroom. Retrieved March 6, 2010 from http://www.romow.com/education-blog/interactive-whiteboards-set-to-revolutionize-the-classroom/ Slavin, R. E. (2006). Educational Psychology: Theory and Practice. Boston: Pearson Education, Inc. Smith, H. (2001). SmartBoard evaluation: final report. Kent NGfL. Retrieved March 5, 2011 from http://www.kented.org.uk/ngfl/whiteboards/report.html Walker, D. (2002).White enlightening. Times Educational Supplement, p.19. Wood, R. & Ashfield, J. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study. British Journal of Educational Technology, 39:1, 84-96.