Interactive Whiteboard
Interactive whiteboards epitomise the use of technology in modern schools. It takes the familiar and simple concept of a blackboard/whiteboard and adapts it to bring further benefit to the classroom. Indeed, interactive whiteboards have replaced the likes of traditional whiteboards or flipcharts, or video/media systems such as a DVD player and TV combination in many classrooms.
Every classroom I have worked/observed in has had an interactive whiteboard, both university placement schools and prior work experience. It is fairly rare these days for a classroom not to have one, of some kind, installed. From my experiences, interactive whiteboards are an excellent means for teachers to plan, present, edit, and interact with whilst teaching. Pictures and videos can be incorporated into presentations and weblinks can be easily opened. Teaching on an interactive whiteboard certainly seems to improve the pace of a lesson (I remember when I was in primary school and the number of times my own school teacher had to pause in her teaching to approach, change and re-focus the overhead projector on its trolley).
Throughout my time on GPP, I
largely relied on the classroom’s interactive whiteboard. I would frequently
display a section of text in an English lesson and highlight key words or phrases for
that lesson in a different colour, and during Science I was able to access such
educational website like BBC Bitesize and show my Year 5 pupils an educational
video to help summarise the learning objective. My overuse of the classroom’s
Smartboard was when it came to Maths in which the interactive whiteboard became
a visual aid and prompt throughout every aspect of the lesson. Warm-up and
plenary activities were conducted on the whiteboard, and set tasks, learning
objectives and success criteria were on constant display throughout the main
body of the lesson. Noticeably, whenever a pupil was struggling in their Maths,
they could always quietly glance back to what was being asked of them as
displayed on the whiteboard. Furthermore, when modelling, I would regularly ask
pupils varying in achievement levels to have a go at working at a mathematical
equation on the interactive whiteboard with the help and guidance of myself and
their class members. (Of course, I only asked them to help model if they were
comfortable to do so).
Having said that, there were a few subjects in which I did not need to sue the interactive whiteboard. Most History lessons were surprisingly conversation-driven and only needed the occasional visual aid displayed to them. Furthermore, much to my surprise, I only saw the interactive whiteboard used during the occasional Computing lessons I observed and helped teach. In this case, the children had to navigate their way through various stages of programming on their individual iPads. To avoid confusion, I and the class teacher took it in turn to display where the children had to go, what to click on, what their page should look like etc.
Having said that, there were a few subjects in which I did not need to sue the interactive whiteboard. Most History lessons were surprisingly conversation-driven and only needed the occasional visual aid displayed to them. Furthermore, much to my surprise, I only saw the interactive whiteboard used during the occasional Computing lessons I observed and helped teach. In this case, the children had to navigate their way through various stages of programming on their individual iPads. To avoid confusion, I and the class teacher took it in turn to display where the children had to go, what to click on, what their page should look like etc.
Some potential issues
include the “coloured” pens that accompany most Smartboard cannot work properly
if the whiteboard’s surface out of line or dented. Furthermore, as with a lot
of younger pupils, it the oversensitivity of the whiteboard surface can throw
younger users who are trying to write on it should they accidentally rest their
hand on the board as they would on a piece of paper. Permanent markers can
stain the board if accidentally used. Finally, a typical whiteboard’s screen is
liable to be punctured, dented and other kinds of damage if too much pressure
is applied to it.
Overall, some educators have found that use of interactive whiteboards reinforces an age-old teaching method—teacher speaks, students listen. This teaching model is contrary to many modern instructional models, such as the Madeline Hunter-derived instructional delivery model. Yet, to conclude, interactive whiteboards allow pupils the opportunity to get involved and many enjoy being at the front of the class participating in tasks. This encourages more pupils to get involved in class teaching and noticeably boosts their self-confidence and willingness to contribute as observed on GPP.
Overall, some educators have found that use of interactive whiteboards reinforces an age-old teaching method—teacher speaks, students listen. This teaching model is contrary to many modern instructional models, such as the Madeline Hunter-derived instructional delivery model. Yet, to conclude, interactive whiteboards allow pupils the opportunity to get involved and many enjoy being at the front of the class participating in tasks. This encourages more pupils to get involved in class teaching and noticeably boosts their self-confidence and willingness to contribute as observed on GPP.