Iwbs In The Classroom

Interactive Whiteboards in the Classroom

  Assess

the effectiveness of interactive whiteboards on student engagement   Measure effectiveness by interaction and retention of information. (Post data collection)   Use a qualitative approach to data collection

  Pre

data surveys   Qualitative interviews   Quantitative data collection

Qualitative questioning will gauge childrens attitudes towards the use of the interactive whiteboard. Measuring engagement in interviews over a 5 month period

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Does the interactive white board help you with your learning? Yes/No If you answered yes please explain how. You may use these headings if you wish. Maths,Writing,Science,Topic, etc…. What are some of the differences between the Interactive whiteborad and a normal whiteboard? Have you physically used the IWB including the pens and wand this year? If you answered yes what did you do on the board? Was this by yourself or in a group setting? Are there any difficulties in using the board YES/NO If you answered yes please explain what these might be Please comment on anything else about the IWB

 Classroom

results reported that students are more engaged in classrooms with interactive whiteboards. Students themselves report that lessons are more interesting when they get to use an interactive whiteboard. “It’s really fun you get to do lots of cool activities” Sophie aged 10  Additionally, the wow factor really does not wear off over time. Skeptics might postulate that students become blase about its use, but that speculation is not borne out by our school research. After a five month period the level of interest and engagement remains high. A certain level of technology competence does need to be assumed. Teachers are not delivering old-style chalk-and- talk sessions from the front of the classroom.  Professional development should include training on strategies for engaging the whole class with an interactive whiteboard Teacher productivity is an important consideration for schools adopting information and communication technology (ICT).  As school jurisdictions move to broadly deploy ICT, teachers also need to benefit. The achievements and enthusiasm of their students are definite motivators, but if teachers can reduce their preparation time while increasing student engagement, the advantages of the technology are obvious. All of this research paints a positive picture of the impact that interactive whiteboards can have in Brockville school classrooms.

 Classroom

results reported that students are more engaged in classrooms with interactive whiteboards. Students themselves report that lessons are more interesting when they get to use an interactive whiteboard. “It’s really fun you get to do lots of cool activities” Sophie aged 10

Learning Styles Some students learn by simply reading a book. Some learn by listening.   Others draw a picture in their mind as many students today are visual learners, and they learn best when they can see visually engaging pictures, videos, images and diagrams. With an interactive whiteboard in the classroom, teachers can draw upon a variety of multimedia resources to help more students grasp a concept.  Different