1. The use of interactive whiteboards in education Created by: Monica Dague In partial fulfillment of the requirements for MAED 5040

2. Interactive whiteboards (IWB) is an interactive display board that is large and displays information for a whole class to see. The IWB works along with a projector that is connected to a computer which projects the images from the computer screen. IWBs can be mounted permanently on a wall or moved around on a stand. What are interactive whiteboards?

3. IWBs can be used for presentations, interactive lessons and games, projecting videos and photos, and browsing the web. IWBs allow for students to interact with their learning. IWBs allow educators to use a variety of technological resources at the touch of the screen. What are they used for?

4. Interactive whiteboards (IWB) Smartboard Mimio ACTIVboard Hand-held response devices used with IWBs Senteo ACTIVotes Interactive Whiteboard

5. http://www.macos.utah.edu/documentation/hardware/smart_board_overview/mainColumnParagraphs/00/image/SMARTBoard_600i.jpg http://www.berkeleytwpschools.com/bts/Potter/Teacher%20Resources/TR/__index.html_files/smartboard1.gif Examples of Smartboards

6. Examples of Mimios http://www.computerhardwareinc.com/wp-content/uploads/yapb_cache/mimio_bar_logo.1k3javxv6ag0c0w4kos8o4c0s.6ylu316ao144c8c4woosog48w.th.jpeg http://www.delta-av.com.pl/delta2/userfiles/mimo%20picture.jpg http://www.visionext.com.au/UserFiles/Image/mimio%20on%20board.gif

7. Examples of ACTIVboards http://mcvey.files.wordpress.com/2009/11/promethean-activboard_2.jpg http://media.marketwire.com/attachments/200804/TN-424217_080327NewActivboard23.jpg

8. Examples of hand-held response devices http://techlogique.files.wordpress.com/2007/04/senteo-1.jpg http://edutechation.files.wordpress.com/2007/11/activote-product-image.jpg

9. Depends on the educator implementing the device Proper training The level of training the teacher receives Enthusiasm towards technology Willingness to learn Are IWBs effective in the classroom?

10. Proper training for the IWB Teachers who receive proper training will have a better understanding of the unlimited opportunities that the IWB can bring into a classroom. Teachers need to become familiar with the IWB before implementing it into the classroom. Teachers who are familiar with the IWB have found the pace of their lessons to increase and students have become more excited about their learning.

11. New opportunities available Avoid utilizing the IWB as just a writing tool Interest in the IWB from the teacher, will have an effect on the level of interest that students will have with learning Center of learning A whole new world of learning

12. Comparing lessons Implementing the IWB Not implementing the IWB More whole class teaching Quicker pace More closed questions Student focus Student motivation Student concentration Creativity Student-centered Slower pace More open-ended questions More group work Less student involvement

13. Incorporate photos and videos Utilize information from previous lessons Introduce experiments Visual learning Tactile learning Auditory learning Uses from research

14. Fear of getting the wrong answer Vulnerability and ridicule from peers Teachers become mediator Familiarity with programs and software Less higher level thinking skills Not using the IWB regularly Tripping over stand legs Safety issue with cords Re-orienting the board Negative Aspects of the IWB

15. Planning Preparation Teaching Student involvement Data retrieval Available resources Speed of accessibility Creativity within lessons Positive impact for teachers

16. Quality of lessons Expectations Involvement in lesson Improved attitude and response to lessons Concentration level Motivation Focus and attention during lessons Positive impact for students

17. Creative thinking skills Higher level thinking Fear of getting the wrong answer Vulnerability and ridicule from peers Negative impact for students

18. Plan ahead Maintain a well-resourced lesson Adapt to any unforeseen circumstances Be enthusiastic! Most effective use of the IWB

19. Works Cited Armstrong, V., Barnes, S., Sutherland, R., Curran, S., Mills, S., & Thompson, I. (2005). Collaborative reseaerch methodology for investigating teaching and learning: The use of interactive whiteboard technology. Educational Review, 57 (4), 457-469. Beeland, J. W. (2002). Student engagement, visual learning and technology: Can interactive whiteboards help? Retrieved June 2010, from http://chiron.valdosta.edu/are/Artmanscrpt/vol1no1/beeland_am.pdf. Gillen, J., KleineStaarman, J., Littleton, K., Mercer, N., & Twiner, A. (2007). A 'learning revolution'? Investigating pedagogic practice around interactive whiteboards in British primary classrooms. Learning, Media, and Technology, 32 (3), 243-256. Latham, P. (2002). Teaching and learning primary mathematics: The impact of interactive whiteboards. Retrieved June 2010, from http://www.beam.co.uk/uploads/discpdf/RES03.pdf Miller, D., Glover, D., & Averis, D. (2004). Motivation: The contribution of interactive whiteboards to teaching and learning in mathematics. Retrieved June 2010, from http://cerme4.crm.es/Papers%20definitius/9/Miller-Glover-Averis.pdf

20. Painter, D. D., Whiting, E., & Wolters, B. (2005). The use of interactive whiteboards in promoting interactive teaching and learning. Virginia Society for Technology in Education, 19 (2), 31-40. Quashie, V. (2009). How interactive is the interactive whiteboard? Mathematics Teaching Incorporating Micromath (214), 33-38. Smith, F., Hardman, F., & Higgins, S. (2006). The impact of interactive whiteboards on teacher-pupil interaction in the National Literacy and Numeracy Strategies. British Educational Research Journal, 32 (3), 443-457. Torff, B., & Tirotta, R. (2009). Interactive whiteboards produce small gains in elementary students' self-reported motivation in mathematics. Computers and Education , 379-383. 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. Works Cited Continued