Making the most of your interactive whiteboardinteractive whiteboards in education. The project began with a survey of interactive whiteboard users from across Europe. This enabled

Making the most of your interactive whiteboard


Publisher European SchoolnetRuedeTrèves61-B1040Brussels [email protected]

Author Diana Bannister and Learning Technologies teamUniversityofWolverhampton

Editor Jim AyreEuropeanSchoolnet

DTP Dogstudio

ISBN

Published inSeptember2010.TheEuSCRIBEprojectwas runby theLearningTechnologiesTeam,MidlandsLeadershipCentre,theUniversityofWolverhamptonandcommissionedby theEuropeanSchoolnet InteractiveWhiteboardWorkingGroup with the support of e-Instruction, DYMO/Mimio, Promethean Ltd., andSMARTTechnologies.

TheseguidelinesarepublishedunderthetermsandconditionsoftheAttribution3.0UnportedCreativeCommonslicence(http://creativecommons.org/licenses/by/3.0/)

The European Schoolnet Interactive Whiteboard Working Group (IWB WG) is a strategic initiative led by Ministries of Education enabling countries to share experience related to the increasing use of IWB technologies in schools and explore areas of common concern. As a result of participating in the working group, Ministries have been able to further develop their own national ICT strategies involving the deployment of IWBs and to focus at European level on key issues, such as IWB content interoperability, that are essential for the successful implementation of these technologies in classrooms.

Having first identified current good practice and produced nine case studies related to the use of IWBs in several countries, the working group published Guidelines for Effective School/Classroom Use of IWBs in June 2010. Based on this document, we have now produced Making the most of your interactive whiteboard, a shorter version of the full study that was carried out on our behalf by the University of Wolverhampton in the UK.

I would like to thank Diana Bannister and her team at the University of Wolverhampton for the commitment and effort they have shown in helping the IWB WG to produce both these publications. This shorter version of the guidelines will be particularly useful for busy teachers who are looking for practical advice and support on how to plan and make effective classroom use of IWB technology.

Later this year, the working group will produce a second major study that will provide guidelines on IWB procurement in order to support purchasing decisions by both Ministries and individual schools.

Finally, I wish to thank my colleagues from all participating Ministries for sharing their expertise and participating so actively in the deliberations of the IWG.

To keep up-to-date on the activities of the IWB WG, I invite you to visit our web site at:

http://moe.eun.org/web/iwbworkinggroup/iwb

Jerome Morrissey Chair, European Schoolnet IWB Working Group

Foreword


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Table of contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . 8

Leadership and organisation . . . . . . . . . . 10

Purchase, installation and maintenance . . 12

Access . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Classroom management . . . . . . . . . . . . . 16

Training and continuing professional development . . . . . . . . . . . . . 18

Learning and teaching . . . . . . . . . . . . . . . 20

Resources . . . . . . . . . . . . . . . . . . . . . . . . 22

IWB tools, techniques and applications . . 27

Websites . . . . . . . . . . . . . . . . . . . . . . . . . 38


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IntroductionThe EuSCRIBE Project (European Schools and Classroom Research of Interactive whiteBoards in Education) was commissioned by thirteen Ministries of Education in the European Schoolnet Interactive Whiteboard working group to develop guidelines for the use of interactive whiteboards in education.

The project began with a survey of interactive whiteboard users from across Europe. This enabled the project team to establish some key themes which required further research.

The team then undertook link research visits with four countries including Ireland, Italy, Portugal and the UK. The visits involved lesson observations, interviews with teachers, ICT co-ordinators and school leaders to consider the use of interactive whiteboard (IWB) technology. The project director also met with several commercial suppliers to consider the emerging themes.

The report details commonly used interactive whiteboard tools, techniques and applications which should form part of the technical induction for all IWB users. The observation proforma included in the report allows practitioners to consider areas for development and users can look at key skills that they may need to address. The full report is available for download from the European Schoolnet website1.

This brochure contains the main guidelines under seven key themes for implementing and embedding the use of IWB technology:

Leadership and organisation1. – this section will help school leaders consider how IWB technology can be implemented.

Purchase, installation and maintenance2. – this section identifies some of the key questions, before, during and after purchase of the IWB.

Access3. – this section helps leaders and practitioners consider where the IWB should be situated in each classroom.

4. Classroom management – this section helps practitioners to consider how to integrate the IWB along with other classroom resources.

5. Training and continuing professional development – everyone needs different amounts of training to use the IWB. In this section, you can think about how to plan for your training and continuing professional development.

Learning and teaching6. – this section helps you to think about the types of activities for which you use the IWB.

7. Resources – this section helps you to consider the types of resources you might need and the ongoing processes you should ensure to make it much easier to share lesson materials.

Each of these is considered in turn, allowing the user to access the evidence from the research and understand how to move forward with use of the technology. The guidelines are not just for new IWB users, but provide an opportunity for everyone to consider how to ensure effective use and application of this technology.

Diana Bannister MBE, EuSCRIBE Project Director Development Director for Learning Technologies Associate Director, Education Partnerships University of Wolverhampton, UK

1 http://moe.eun.org/web/iwbworkinggroup/guidelines

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Leadership and organisation Each school should set up a learning and teaching team that is amicrocosmof the school,representativeofsubjectsandphases.Theteamshouldacknowledgetheschooldevelopmentplanandbe thebridgebetween theseniormanagement teamandclassroompractice.Someschoolshavegivenstafftheopportunityto‘bid’fortheinstallationofequipmentidentifyingareasofpriorityanddetailinghowevidenceofpracticewillbesharedwithcolleagues.

Priortothepurchaseoftechnologyandaspartofongoingtrainingandcontinuingprofessionaldevelopment,schoolsshouldprovideopportunitiestoobservepractice.Commercialsupplierscouldsupportthisbyofferingincentivestoleadingpracticeschoolsataregionallevel.Thenewuserhastobeabletounderstandhowtomakebestuseofthetechnology.

You could identify a lead teacher toworkwith staff in order to demonstrate effective use ofthesoftware,toteamteach,to leadlessonsandtogivefeedback.Whilstonepersoncanco-ordinateallofthis,itisusefulifthedevelopmentcantakeplaceinteams,asindividualsbecomecomplacentanduseofthesoftwarecanplateau.

Regionaladvisersorsimilarshouldlooktoprovideopportunitiesforclustersofschoolstodevelopinitiativestogether.Thiscouldincludejointtraining,andcreationofcontent.Itmayalsobehelpfulwhentryingtoaddresssubjectspecificmaterials.

Wherepossible,schoolleadersandteachersshouldtrytodevelopopportunitiestosharepractice.However,staffshouldbeencouragednot to inspector judge,but tocreate,demonstrateandreflectincollaborativegroups.

Commercialsuppliersshouldprovideopportunitiestodemonstrateleadingpracticetoprincipals,senior teachers and learning and teaching teams. This could be a recognised part of theprocurementprocess.MinistriesofEducationalsoneed to shareexamplesofpracticewithineachcountry.

How is the IWB integrated within

the school?

Have you thought about developing

a learning and teaching team?

Who can you observe teaching a lesson

using the IWB?

Is the IWB embedded within your policies

and planning?

How can you work with staff in your own

school and/or other schools to develop

materials for the IWB?

Are all staff in school able to use

the technology?

Who is responsible for e-safety and safe

internet use?

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Purchase, installation and maintenance

Evidencefromwithinthisprojecthashighlightedthattechnicalsupportisessential.Someschools

havetheirowntechnician,evenifitisforonlyafewhoursperweek;itisimportantforleadersto

considerhowteacherswillbesupportedwiththeirimplementationofthetechnology.

Someschoolshavetriedtoaddresstechnicalsupportbyjointlyemploying/sharingatechnician.

Schoolsshouldkeepasupplyofspareprojectorbulbsinstock,especially

iftheschoolhasa

largenumberofequippedclassrooms.Thiscanminimisewaitingtimeforareplacementoncethe

bulbcomestotheendofitsnaturallife.

Schoolsneedtoallowtimeforfilterstobecleanedonaregularbasis;otherwiseitcanmeanthat

classroomsarewithouttheprojectorwhilsttheyareservicedbyanexternalcompany.

Softwarewillneedupdatingandteachersneedtoknowwhenandhowthisw

illbedone.Technical

supportstaffalsoneedtobefullyawareofalltheupgrades,includingresour

ces,whichmaybein

separatedownloadsoronadditionaldiscs.

Who is responsible for providing technical support?

Is your equipment under warranty?

Where do you keep spare projector bulbs?

Where do you keep the remote control for the projector and the pens for the IWB?

Who is responsible for cleaning the projector filters?

Who is responsible for updating the IWB software in school?

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Access

Have you got appropriate access to software both during and beyond the school day?

Can pupils see the IWB?

Can pupils access the IWB?

Does the classroom layout need to change for your lesson?

AccessalsomeansthattheteacherisabletopracticeusingthesoftwareontheIWBbeforethelessonandbeabletopreparematerialsbeyondtheschoolday.Thisshouldincludeaccessawayfromtheschoolpremises.

ItisnotjustabouthavingaccesstotheIWB,itisalsoabouthavingaccesstoacomputerwhichhastherelevantresourcessothatteacherscanpreparelessonmaterials.

Planthelayoutoftheroombasedonthetasksthatthepupilswillhavetodo.Whilstyoungerpupilsmayfinditdifficultinitiallytositonacarpetareaandmovebacktotheirdesks,thiscanbehelpfultoensurethatallpupilscanseetheIWB.

ConsiderwhatisonthedisplayboardsadjacenttotheIWB;itcanbeextremelydistractingforpupilstolocaterelevantinformationwhentheycanseetoomanyothermaterials.

WhilstnoteverylessonwillinvolvepupilsgoingtotheIWB,itisessentialthatallpupilscanseethedetailonthescreen.MakesurethereisroomfortheteacherandthepupiltostandadjacenttotheIWBoutsidetheprojectedimagewithoutfurnitureintheway.

Withsecondaryschool/olderpupils,itislikelytobemoreappropriatetoleavethemattheirdesk/table.However,teachersshouldalsoconsideropportunitiesfordialogueormorecollaborativetasksawayfromtheIWB.

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Classroom management

Teachershavereportedthatitcanbehelpfultohaveanadditionalsurfacetowriteonalongsidethe

whiteboard.Manyalsomakeregularuseofadrywipeboardalongsidetheinteractivewhiteboard

tonotethelessonobjectives,thelearningoutcomes,thehomework,thekeyvocabularyetc.,so

thatcertaininformationremainsconstantlyavailabletothepupilsandtheteacher.

Keep the display area around your IWB clear so that pupils are not distracted by toomuch

information.

Makethelessonobjectivesandlearningoutcomesclearlyvisibletothepupils.

Thinkabouttheindividualtasksorthecollaborativeactivitiesthatyourpupilswilldowithinthe

lessontodemonstratetheirunderstanding.

Teachersoftenwanttodeveloptheirownlessonmaterialsbutthiscanbeahugetaskforevery

subject initially. Try to identify a focusarea fordevelopment. For example, aPrimary teacher

maychoosetodevelopliteracyresources;thisdoesnotmeans/heonlyusesthewhiteboardfor

literacy,butprioritisesthissubjectandthereforespendsmoretimegathering,developingand

sharingthelessonactivities.Ifteacherswithintheschoolidentifytheirchosenarea,thiscanlead

totheproductionofmoreresources.

Bycomparison,asecondaryteacherwillchoosetofocusonaparticularyeargroup.Forexample,

ifoneteachertakesyearsevenandanotheryeareightscienceresources,thismeansthatmore

resourcesarecreated,andteacherscanconsiderhowtopreparesomethingthatcanbeused

bysomeoneelse.

When will the IWB be used within the lesson?

Where are the spare pens and the remote control kept?

What individual activities have you planned as part of the lesson?

How do you work with colleagues to collate resources and share ideas?

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Training and continuing professional development

TheobservationformfromtheEuSCRIBEProject(containedinthefullreport)maybehelpfulforteacherstryingtoassessskilllevels.

SchoolsneedtoundertakeanauditofICTcompetenciesandalsoanauditofIWBcompetenciespriortoanyinitialtraining.TheobservationformfromtheEuSCRIBEProjectmaybehelpfulforteacherstryingtoassessskilllevels.

AllstaffshouldsettargetsfortheirownICTprofessionaldevelopmenteachyear.

SomecommercialIWBprovidersofferaccreditedtrainingwhichislargelyavailableon-line.

SchoolsshouldalsothinkabouttrainingpupilstounderstandthetechnicalskillstooperatetheIWB.Thereisevidencetoshowthatpupilsenjoylearninghowtomasterthesoftwareandtherearealsoexamplesofolderpupilscreatingresourcesforyoungerpupils.

Trytoensurethatthereismorethanoneteacherwhoundertakesthetraining.

Tryhavingworkshopsthatallowstafftocreatelessonmaterialstogether.

Ifpossible,schoolscouldalsotrytoworkinpartnershipwithneighbouringschoolstodeveloppracticetogether.

Have you completed an ICT skills audit?

Who is responsible for training in your school?

What training is available in your school?

What training is available locally or within your region?

What training is available from commercial IWB suppliers?

How does existing practice and any new ideas get shared?

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Learning and teaching

Thewhiteboardcanbeparticularlyhelpfulwhen:

•Introducingkeyideas

•Researchinginformation

•Presentinglessoncontent

•Showingfilmclips

•Toevaluatelessonsandprojects

•Tosharepupils’work

Lessoncontentcanbesaved,modified,printed,usedagainandsharedwithothercolleagues.

Teachersneedtoconsidertheabilitiesofthepupilsthattheyareworkingwithwhenusingthe

IWB.Thiscaninclude:thepositionofthepupils,thecontentontheIWB,theamountofcontent

visibletothepupilsandthelayoutontheIWB.

Assessmentcanbebyquestioning,taskactivityoroutcome. It isnot justamatterofmoving

throughtheIWBsoftwaretogettothenextactivity;theteachershouldbeconstantlyreviewing

thesuccessofthepupilsandmakingassessmentstoinformteachingandlearning.

Teachers should record or log details of what they have been doingwithin lessons to avoid

repetitionorduplication.

Trynottousetoomuchtextonscreen.

Checkthefontandcoloursyouareusing.(Somelookfineonacomputerscreen,butloseclarity

whenprojected.)

Teachersneedtoknowhowtomakecolleaguesawareofhowtheyusedigitalcontentandthe

IWB.Providing‘evidence’ofsuccessfulIWBuseisveryimportantbecauseotherwisestaffhave

thepotentialtomakerepeateduseofdigitalresourceswithoutupskillingthepupilsatall.

Wherestaffarenotconsideringthe IWBaspartof their longtermplanning,there isevidence

thatteachersdownloadwebbasedmaterialspurelyforadhocandspontaneouslearning.This

sometimesmeansthatactivitieshavebeenselectedmainlytomotivatepupils,becausetheyare

funandengaging,andnotnecessarilylinkedtothecurriculumorplanning.Thiscanmeanthat

activitiesmaynothavelearningoutcomesandhavebeenusedpurelytoengagethepupils.

09:05 AM

What kinds of activities do you use the IWB for?

What do the pupils do within the lesson?

What opportunities are available for dialogue and discussion?

How do you organise the pupils you teach?

How do you prepare activities suitable for the different learning needs?

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02:16 PMResources

Schoolsshouldidentifyresourceleaderswhoknowhowtocreate/developtheirownresourcesandwhocandemonstratenewwaysofteachingand learning.Thiscouldworkaspartof theproposedlearningandteachingteam.

NewIWBusersexpectaccesstoafullrangeofdigitalresources,butfindingyourwayaroundthese takes time.Make sure teachers are given time to know theirway around the softwareprovidedwithintheinteractivewhiteboard.Andthattheresourceshavefirstbeenfullyinstalledandmadeavailabletotheteacher.

Don’tforgetthevalueofconcreteresources.WhilstlessonscometolifeusingthevisualcontentontheIWB,pupilsalsobenefitfrombeingabletohandleobjects.Forexample,theIWBhaspicturesofmoney,butpupilsbenefitwhentheycansee,touchandholdrealcoins.

Some teachers like tobeable toaccessother resourcesalongside the IWB.Youmayfind ithelpfultoaccessalargedrywipeboardandsmallwipeboardswithintheclassroom.

Regionsshouldlooktoprovideopportunitiestocreatelessonresourcescollaboratively.

09:05 AM

Identify - Develop - Create - Modify - Evaluate - Share

Can staff and pupils access the resources beyond the lesson within school / from home?

What other resources do you need during your lesson?

Do you have access to other interactive devices?

What software or websites do you access regularly?

Do you have all the skills you need to be able to create your own materials?

Who is responsible for updating the software in school?

How are resources/learning materials stored in school?

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Resources09:05 AM

02:57 PM

What happens to the resources that you

create?

How are resources shared with colleagues?

Have you thought about copyright and use

of the Creative Commons’ licenses?

ill the resources you create work with other

whiteboard technologies?

Resourcesneedtobetransferable,organisedandunderstoodandintegratedwithassessment.

Sometimesthereisnotalwaystheopportunitytoshareresourcesandmanyteacherscurrently

createresourcesinisolationandstoretheseontheirownlaptop.Schoolsneedtoaddresswhere

lessonmaterialsarestoredandshouldmakeprovisionthroughtheVirtualLearningEnvironment.

(VLE) Some schools have also found opportunities within staff meetings or professional

developmenttimeforcolleaguestosharearesource,anactivityornewskill.

Copyright/IntellectualPropertyRightsneedtobeconsideredbeforesharingresources.Teachers

shouldconsideraddingaCreativeCommons’licensetoresourcesthatarebeinguploadedto

communitiesorvirtuallearningenvironments.

Commercial suppliers regularly release updates and additional resources for their software but

teachersareoftenblockedfrominstallingtheseupdatesastheydonotpossessadministration

rightsfortheirnetworkorcomputer.Whereteachersdohaveadministratorprivileges,itcanleadto

asituationwheresomeclassesregularlyupdatetheirsoftwareandothersdonot.Makesurethat

teachersinyourschoolarenotusingdifferentversionsofthesoftware,withdifferentfunctionality

andfiletypes.Andthattechniciansornetworkmanagersunderstandtheimportanceofkeeping

IWBsoftwareandresourcesup-to-date.

Inthepastithasbeenimpossibletocreatecontentforoneinteractivewhiteboardandthenuse

itonanother.Thisstopssharingandmakesitimpossibleforteacherstousetheirresourcesif

theychangeschoolortechnology.Thereisnowacommonfileformatthatallowsinteroperability.

Thefileformatwillberecognisedas.*iwbandwillrequirethepractitionerorIWBusertohavethe

latestversionofIWBsoftwareavailableforuse.Thereisalsoafreeviewerforthecommonfile

formatthatcouldbemadeavailableontheschoolVLE,makingitpossibleforanyonetoaccess

aninteractivewhiteboardfilewithoutfirsthavingtoinstallthecorrectsoftware.(TheCommonFile

Formatisscheduledforadoptionbymajorsuppliersinlate2010.)

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Pens and Highlighters Using Text Spotlights Blind, Revealer or Screenshade

Drag and Drop / Matching

Handwriting Reco-gnition TimersMaths Tools Screen

Recorder

Stacking Objects / Duplicating / Infinite Copying

GroupingLayering Rub and Reveal Fill Tool and

Techniques

Transparency

Camera Tool / Screen Capture / Clipping

User Communities

Interactive Authoring

Other Interactive Devices in Conjunction with the IWB

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Moving your skills forward... Checkmark boxes

IWB tools, techniques and applications

Pen tools / highlightersAllinteractivewhiteboardsoftwareallowstheusertowritewithintheIWBsoftwareandontopofthedesktop.Asafirststep,usersoftenlearntovarythecolourstheyusetomakespecificteachingpointsoruse thehighlighter tool toannotate textand images.Othercommonapplicationsarelabellingdiagramsandsimplenote-takingonablankpage.Thepentoolsallowthesize,colourandpropertiesofpen lines tobechanged inorder tosuit theneedsof theactivity.SomeIWBsoftwareallowsthepenlinepropertiestobechangedsothattheybeginandendwitharrowsinorderthattheycanbeusedformatchingactivities.Moreadvancedusersmayusethickerpenstopaintoverwordsandimagesonthescreeninordertohidethemfromview.InmostIWBsoftwarethereisadigitalerasertoolthatisusedtoremovewritingfromthescreen.

Drag and drop / matchingThesimplestaction toundertakeonan IWB is todraganddropobjects,moving themaroundthescreen.Manyinteractiveactivitiesarebasedonthissimpleidea.Inexampleonethepupilsdrag,dropandrotatetheshapesinordertotessellatethem.Inthesecondexample,materialsareclassifiedbydraggingthemtothecorrectcolumn.




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Text toolsTexttoolsallowtextboxestobeaddedtothescreen.Thiscanbeforindividualwordsorlongerpiecesoftext.Theyincludeallofthe normal tools from aword processorthat allow for different font styles andsizes.Intheexample,severaltextboxeshavebeenstackedupsothat thepupilscannot read the words. The secondscreenshot shows pupils removingsentences and deciding on the correctsequence.Practitionerssometimesfillorhighlighttextsinordertoemphasizeparticularfeatures.Textcanalsobehiddenandrevealedinanumberofways.E.g.Byfillingawordthesamecolourasthescreenbackgroundthenchangingthecolourtomakeitappear.

Spotlight / searchlight

Thespotlightorsearchlighttoolallowsthe teacher or student to exploreindividual parts or aspects of thescreen. The user can make the areawithinthesearchlight largerorsmallerand may also change its shape sothat the searchlight area is square orrectangular. This tool is often used toexploreimagesortextsandcanalsobeusedinconjunctionwithothersoftwareandwebsites.

Screen-shade, blind, curtain or revealer toolThis tool is a simple screen cover that is used by teachers to hide all or part of the screen.Commonlyitisusedtograduallyintroduceteachingpointsoranactivity.Itfunctionsinasimilarwaytoa‘RollerBlind’butcanalsobepulledhorizontally.InthefirstscreenshotitisbeingusedtocoverpartofthescreenwherethePlanetEarthwouldbe.Inscreenshottwoitisdrawndowntograduallyrevealamap.Inexamplethree,thetoolisusedtorevealdifferentlayersoftherainforestwithinaGeographylesson.

Text / handwriting recognitionMost interactivewhiteboard software allows the user towritewith thepen tool and then turn itautomaticallyintotext.Oftenthesoftwarewillofferanumberoftextalternativesinordertotakeintoaccountdifferentstylesofhandwriting.Somebrandswillconverthandwritingintoaspecifictargetlanguage.e.g.ateacherinFranceconvertinghandwritingintoGermaninaforeignlanguageclass.

Stacking objects / cloning and duplicatingAsimplewayofaccessingmultiplecopiesofasingleobjectistostackseveralcopiesofanobjectontopof itself. Example one shows a stack of coins thatarebeingusedwithinaMathematics lesson.Userswillquicklymoveon tousingautomaticduplicationtoolsoncetheyarefamiliarwiththesoftware.Cloningandduplicatingtoolsallowtheusertoquicklyaccessmultiplecopiesofthesamewordorimageduringalesson. In essence, it creates a never ending stackofobjects.Theuserselectstheobjectandsetstheobjectpropertiessothattheyautomaticallyduplicatewhenselected. Inexampletwo,thecoinsarebeingset so that they reproduce on demand. Individualpagescanalsobeduplicatedwithin thesoftwareandadvanceduserswill sometimesuse thisfunctiontosavetimewhendevelopinglessonmaterials.Theymayduplicateapageandchangeitslightlyratherthanconstructingasimilarpagefromscratch.

Timers / stopwatches and clocksCountdown clocks and timers are commonly usedbyteachersaspartofnormalteaching.Timersfoundwithin the IWBsoftwareallowthe teacher tomanagethelengthoflessonsegmentsandcanbeprogrammedtoplayasoundortunetosignifytheendofanactivity.Most brands include a variety of timers aimed atdifferentagedlearners.Clockscanbeprogrammedtodisplay time in12and24hour formatsandareoftenplacedinthecornerofthescreenandusedinsteadofa traditional clock.Manyother similar ‘working’ add-ons,suchascalculatorsand thermometersmayalsobefoundwithintheIWBsoftware.




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Subject toolsIWBsoftwarecontainsanumberoftoolsthatlendthemselvesparticularlywelltospecificsubjects.ThisexampleshowsarangeofinteractivetoolsforMathematics.Thesetoolsworkliketheirrealcounterpartsandcanbeusedprecisely.Initially,manytoolsdevelopedaroundMathematicsandScience teaching. Recently, however, tools such as timeline makers, spellcheckers and wordgeneratorshavebeendevelopedwithothersubjectareasinmind.

Screen or page recorder / video cameraThistoolcanbeusedtorecordallactivitythattakesplaceontheinteractivewhiteboardduringasession.Itcanapplytothefullscreenoraparticulararea.Theresultingvideoclipcanbesavedinmultipleformatsandviewedusingmostmediaplayers.Somepractitionerswillusethistooltorecordtheanswertoaproblembeforealessonortorecordaprocessthenreplayitduringthelessontoreinforcelearning.

Pens and Highlighters

Using Text

Spotlights

Blind, Revealer o

r

Screenshade

Drag and Drop /

Matching

Handwriting Reco-

gnition

Timers

Maths Tools

Screen Recorder

Stacking Objects /

Duplicating /

Infinite CopyingGrouping

Layering

Rub and RevealFill T

ool and

Techniques

Transparency

Camera Tool /

Screen Capture /

Clipping

User Communities


Other Interactive

Devices in Conjunction with

the IWB

Animation

GroupingGroupingallowstheIWBusertocombinemorethanoneimageortextobjectinordertomakeacompositeimage.Thiscanbeusefulwhencreatinglabelsormatchingactivities.Intheexample,anarrowandakeyquestionhavebeengrouped.Thearrowisplacepartiallyoffscreenanddraggedontoscreenusingthefingerorstylusattheappropriatemomentduringthelesson.Groupingisregularlyusedindraganddropandclassifyingactivities.

TransparencyThe transparency tool allows IWB users to change imagesandtextsothattheycanbecomepartiallyorfullytransparent.Ittheexample,theshapehasbeenmadepartiallytransparentso that the squared paper can been seen through it. ThiscouldhelpinthiscontextifteachingaMathematicslessononArea.Othersubjectteachersmayalsousethisfunctionsucha layeringmapsso thatelementsofmore thanonecanbedisplayedtogether.

Layering

Layering allows the IWBuser toplace screenobjects in adesiredorder on the screen.Usersmayusethisconceptinanumberofwaystocreatetasks.Example1showssometexthiddenunderneathaspeechbubble.Thespeechbubbleislockeddownsoitcannotmoveandtheusercanpullaquotefromunderneaththespeechbubbleatanytimeduringthelesson.Inexample2,thepupilremovesthecolouredtilestograduallyrevealthemysterypicturebeneath.




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32 33


Rub and revealRubandrevealisacommonlyusedtechniquewithmostinteractivewhiteboardsoftware.Theuserhidesanobjectsuchastextorapictureunderalayerofink.Insomeinstancestheinkisthesamecolourasthepagebackgroundonothersitcontrasts.Theusersimplyusestheerasertooltorubawaythelayerofinktorevealthewordorimagebeneathitatanappropriatemomentduringthelesson.Textiscoveredwithalayerofgreeninkthengraduallyrubbedawaytofullyrevealit.

Fill tools and techniquesThefilltoolallowsuserstochangethecolourofashape,textobjectorthebackgroundbyclickingonitandselectingacolour.Intheexamplethefilltoolhasbeenusedtofilltheregularshapesinblueandtheirregularshapesingreen.Fillinashapetorevealsomeinformation.Placetextinsideashapethatisthesamecoloursothatyoucannotseeit.Changethecolouroftheshapewiththe‘Fill’toolsothatthetextappears(seebelow)Inthisexampleateacherintroduceskeywordsatthebeginningofalessonusingthistechnique.

Screen capture / clipping / camera ThistoolallowstheusertocutpartsofanimageeitherfromwithintheIWBsoftwareorfromanexternalsource.Theimagecaneitherbesquareorrectangularorfreehand.DuringtheEuSCRIBEprojectteacherswereobservedusingthistooltocutoutacharacterfromanimagetakenfromavideoclip.Otherusesmightincludecapturingdiagramsfromwebsitesorcreatingajigsawfromanimage.

Animation Objects on screen canbe animated in a number ofways. The simplest approach is to createa page and duplicate itmany times. The user simplymoves objects slightly on each page insequence similar to an animator’s flipbook. As the user turns the pages, the objectsmove orchange.This isparticularlyuseful if explainingprocessesorcycles.Asecondcommonlyusedanimationtechniqueisthatofprogrammingscreenobjectsinorderforthemtomove,disappearorchangewhenclickedonbytheuserwhenattheIWB.Forinstance,theimageofadoormaybeprogrammedtofliphorizontally.Thismightrevealwhoisbehindthedoor.Finally,screenobjectsmightbeprogrammed tomovearound the screen, similar to traditional presentation software.MorecomplexanimationispossiblebyimportingandembeddingMacromediaFlashobjectsormovieclipsthattheuserhassourcedelsewhere.

Interactive authoringIWBsoftwarehasadvancedtothepointwhereitisrelativelysimpleforuserstoauthoractivitiesthatcombinemovement,sounds,imagesandtextwiththefacilitytoprogrammespecificcorrectandincorrectanswersrelatedtothem.Exampleoneshowsaninteractivemultiplechoicequizthatisself-marking.ExampleTwoshowsa‘Recycling’lessonthatapplaudspupils,usingasoundfile,whentheyrecycleitemscorrectly.




Recorder



Techniques

Transparency


User Communities



Animation




Recorder



Techniques

Transparency


User Communities



Animation

Pen

s an

d

Hig

hlig

hter

s

Usi

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ext

Sp

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34 35


User communitiesManymanufacturershavesetupIWBusercommunitiesoverthepastseveralyears.Theseonlinecommunities allow users to communicate and share resources and ideas through a website.Lessonscanbecontributedbyusersanddownloadedbymembers.SomemanufacturersprovideadditionalIWBGalleryresourcesfordownloadandprovidenewsonsoftwaredevelopmentsandproductupdatestomembersviae-mail.SomeregionalauthoritiesandschooldistrictshavealsodevelopedtheirownusergroupsandnetworksthatshareIWBpracticeatalocallevel.InsomeareasoftheUK,educationauthoritieshavedevelopedexemplarinteractivewhiteboardmaterialsfortheirteacherstoadaptanduseaspartoftheireverydayteaching.




Recorder



Techniques

Transparency


User Communities



Animation

Pens and Highlighters

Using Text

Spotlights

Blind, Revealer o

r

Screenshade

Drag and Drop /

Matching

Handwriting Reco-

gnition

Timers

Maths Tools

Screen Recorder

Stacking Objects /

Duplicating /

Infinite CopyingGrouping

Layering

Rub and RevealFill T

ool and

Techniques

Transparency

Camera Tool /

Screen Capture /

Clipping

User Communities


Other Interactive

Devices in Conjunction with

the IWB

Animation

Other interactive devices in conjunction with the IWBThereareseveralinteractivedevicesavailablewhichcanprovideacompleteinteractivesolutionforsomeschools,buttheycanalsobeusedtocomplementtheIWB.Theseincludesmallwirelessinteractivetabletsthatallowremoteaccesstotheboardfromanywhereintheroomand’voting’orLearnerResponseSystems(LRS)thatallowstudentstorespondindividuallytoaquestionsetbytheteacherviatheirownwirelesshandset.LRSresponsesaredisplayedontheIWBandcanincludenumericaland text formatsaswell as traditionalmultiplechoice responses.UserscanalsoinvestinavisualiserordocumentcamerathatallowstheteachertoprojectastillorlivevideoimageontotheIWBscreen,annotatingortakingscreenshotsasnecessary.

MimioView document camera eInstruction response system

SMART Slate Promethean ActivWand


36

Dual userInteractivewhiteboardmanufacturers now provide userswith the option to purchase and usemulti-input/multi-usertechnology.Thismeansthatmorethanonepersoncanusetheinteractivewhiteboardatanyonetime.Thisisaccomplishedbyeitherdividingupthescreensothateachuserhastheirownsectionthattheycancontrolfromaremotedevicesuchasatablet,orbyprovidingasecondIWBuserwiththeirownsetoftoolsthatworksonallorhalfoftheboard.ThisisarelativelynewdevelopmentinIWBtechnologyandnouserswereseentousethisapproachduringlessonobservationscarriedoutwithintheEuSCRIBEproject.

WebsitesEuropean and national links

European Schoolnethttp://moe.eun.org/web/iwbworkinggroup/iwb-InteractiveWhiteboardWorkingGroup

http://lreforschools.eun.org-TheLearningResourceExchangeforschools

Czech Republichttp://dum.rvp.cz-Portalforsharingvariousdigitalresources,partoftheLRE

www.veskole.cz-MostlyfrequentedportalforinteractiveLOs(schooladministered)

http://www.dzs.cz-EuropeanCooperationinEducation

www.rvp.cz -Czechcurriculumportalincludingnationalrepositoryofdigitallearningmaterials

Italyhttp://www.scuola-digitale.it-ANSASIWBdedicatedwebsite

http://wiidea.scuole.bo.it-TheitalianWiiMoteteachers‘community

Portugalhttp://moodle.crie.min-edu.pt/course/view.php?id=396-InteractiveWhiteboardsattheTeamforEducationalandTechnologyResourcesMoodleplatform

https://www.portaldasescolas.pt/portal/server.pt/community/00_recursoseducativos/-Schools’Portal,PortugueseMinistryofEducation,LearningResourcessection

http://interactsite.blogspot.com-TeacherstestimonialsandsupportblogpostsaboutIWBsince2006

http://interactic.ning.com-TeachersCommunityofPracticeaboutIWBandWeb2.0toolsforteachingandlearning

SwitzerlandTheIWBdossierisontheSwissEducationServer:

http://iwb.educa.ch (German version)

http://tbi.educa.ch (French version)

http://lim.educa.ch (Italian version)

UKhttp://www.becta.org.uk-BritishEducationalCommunicationsandTechnologyAgency

http://www.teachers.tv/-ThehomepageforTeacherTV–ManyreferencestoIWBuseifusedasasearchterm

http://www.teachernet.gov.uk/wholeschool/ictis/infrastructure/iwb-AdviceandguidanceonusingIWBsindifferentareasofthecurriculum

http://t-media.educ.cam.ac.uk/T-Media-Mathematics/start.html


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Copyright links

http://creativecommons.org/about/-InformationonCreativeCommonslicenses

http://www.copyrightaware.co.uk -IndustryTrustadviceoncopyright

http://jisc-casper.org/content/view/about -Copyrightadviceandsupportprojectfore-learningresources

Links of commercial IWB suppliers that supported the EuSCRIBE project

http://www.einstruction.eu-TheEMEAeInstructionwebsite

http://www.einstruction.com-TheofficialeInstructionwebsite

https://www.eicommunity.com-TheeIcommunity-usergroupforeinstruction

http://www.mimio.dymo.com-TheofficialDYMO/Mimiowebsite

http://www.mimioconnect.com-TheMimiousercommunityandlessonbank

http://www.prometheanlearning.com-PrometheanTrainingandOnlineLearningHub

http://www.prometheanplanet.com-Prometheanusercommunity

http://www.prometheanworld.com-TheOfficialPrometheanwebsite

http://smarttech.com/ -TheofficialSMARTwebsite

http://www.exchange.smarttech.com/index.html-SMARTonlineusercommunityandresourceexchange


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Documents

Making the most of your interactive whiteboardinteractive whiteboards in education. The project began with a survey of interactive whiteboard users from across Europe. This enabled