Interactive Whiteboards and Student Engagement

Best Practices

Best Practices Defined

Best practices are defined as strategies, activities, or approaches that have been shown through research and evaluation to be effective and/or efficient. Best practices with regard to interactive whiteboards in K-12 education extend to installation, training and professional development, leadership, and classroom use.

Installation

Permanently mount boards in rooms where teachers will be using them. Reduce the chance of movement and prepare for long term use.

Mount the projector. The projector should be mounted in such a manner as to reduce glare and to prevent movement.

Remove obstacles, such as cords which extend across the floor.

Take pictures of the installation to know that it was done properly before the installer leaves.

Training

Initial training should provide basics of software and hardware use. Once able to navigate the basics, a teacher can easily move on to application.

Activities should be learner-centered and hands-on.

Provide lots of materials.

Encourage teachers to share materials.

Provide time for those teachers that are reluctant.

Identify enthusiastic adopters and enlist their support for other teachers through the use of coaching, mentoring, and professional learning groups.

Leadership

It is only under the administration of a principal who believes that interactive whiteboard use is important that it is likely to flourish. Such a principal forges ahead in the face of adversity.

Under a less enthusiastic principal it may take more than administrative leadership to enact change; a peer advocate must be present.

A peer advocate's task is to convince others of the value of changed pedagogy through example and persuasion.

Teaching and Learning

Integrate technology standards into regular instruction.

Prepare students to use the board by giving them experience with the mechanics of interacting with the hardware and software before engaging in a learning situation

Incorporate internet and video streaming into lessons, which the teacher can stop at key points and use the electronic ink to highlight specific information.

Maximize the use of audio and visual information, graphs, charts, pictures, movies, and Flash elements.

Use test, quiz, and voting software to enhance student interaction, especially during teacher-centered instruction.

Teaching and Learning

Record class notes for playback to students who are absent or need additional help.

Post notes, recordings, and activities to the class web site.

Avoid the primary use of just PowerPoint and movies since these do not take full advantage of the interactivity of the board and save your school the cost of the board.

Make use of graphic organizers and concept mapping software.

Include activities which organize, categorize, and match information sets.

Teaching and Learning

Involve students directly at the board: individually in groups as teaching partners

Closing Thoughts

…interactivity has come to stand for interacting with the board itself, not manipulating the

concepts the teacher is teaching.

– Jason De Nuys

http://teachr20.blogspot.com/2008/05/iwbs-in-secondary-where-is-interaction.html

Closing Thoughts

Text + Diagram+ Hyperlink = Interactive?

Choices + Feedback + Challenges = Interactive? .

– Jason De Nuys

http://teachr20.blogspot.com/2008/05/iwbs-in-secondary-where-is-interaction.html

Closing Thoughts

Focus on existing interactive pedagogy such as: critical thinking graphical organizers problem solving expert jigsaw reflections think-pair-share well crafted software

to make the IWB truly interactive.

– Jason De Nuys

http://teachr20.blogspot.com/2008/05/iwbs-in-secondary-where-is-interaction.html

Q & A