hands on

Use of SMART Boards forteaching, learning andassessment in kindergartenscience

by Chris Preston and Lee Mowbray

This article presents the findings from classroom based research into the use of SMARTBoards (interactive whiteboards) with kindergarten children. SMART Boards have been usedsuccessfully over the past 8years at Abbotsleigh Junior School innovative ways to enhanceteaching and learning and facilitate assessment in primary Science. Key research findings arediscussed along with some practical examples (including photographs) of ways the SMARTBoard has been used in Science.

Introduction

Teaching science tobeginning primaryschool {infants /

preparatory) level studentspresents some uniquechallenges. Children ofage 5 or 6 attend schoolwith well developed ideasabout science concepts,are able to make detailedobservations anddemonstrate considerablethinking skills. Unlikeolder children who areable to read, write andexpress ideas coherently,teachers face theproblem of eliciting priorunderstanding, providingexperiences to challengeand extend existing ideas,and assess the understanding of studentswhose literacy skills are still developing.

SMART Boards have been usedsuccessfully with kindergarten childrenat Abbotsleigh )unior School over thepast 5 years in innovative ways toenhance teaching and learning andfacilitate assessment in Science. Findingsfrom classroom based research will bediscussed along with some practicalexamples of ways the SMART Board hasbeen used in Science.

What are SMART Boards?SMART Boards (5M/\/^T-Technologies,2003) are a brand of interactive

teachingscience

Figure 1. Hardware arrangement

whiteboard (IWB). Simply speaking,it can be described as a whiteboarddisplaying the image from the computermonitor with the surface operating asa giant touch screen. They vary in sizeand can be mobile or wall mounted. Theset up can consist of a desk or ceilingmounted data projector and computeror can work on a totally integratedsystem as is the case for rear projectionSMART Boards. The computer can thenbe controlled from the board itself bytouching the SMART Board screen,either directly with your finger or one ofthe incorporated electronic pens. Figure1 shows a wall mounted iWB and a roofmounted data projector.

Figure 2 showsthe technologyconfigurationin the PrimaryScience Room atAbbotsleigh.

5MA/Í7 Boardtechnology enablesthe teacher and/orstudent to perform arange of functions.The user can:write on theinteractivewhiteboard's largetouch-sensitivesurface with theelectronic pen,drag-and-dropimages or text,

• Interact in manyways such as

pressing icons to hear pre-recordedsounds,

• engage with educational multimediaactivities,

• watch simulations and viewgraphics,

• capture text or areas of screen andannotate with the pen,

• save notes, drawings or annotationsfor future use.

Saved information can be recalled forreview and discussion at the end ofthe unit. It could also be loaded to theschool website for student reference athome or to share the data with teachercolleagues.

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Figure 2. Technoiogy configuration in the Primary ScienceRoomResearch literature reveals other uses ofIWBs including:• 'using web-based resources in

whole-class teaching,• showing video clips to help explain

concepts• presenting students' work to the rest

of the class• creating digital flip charts• quick and seamless revision' (Becta,

2003).

Availability and costIWBs were originally marketed to thebusiness sector and used in boardroomsand conference settings. In the lastcouple of years, due to reductions inpricing, the possibility of utilising thistechnology has become a realistic optionfor schools. A data projector and SMARTBoard installation could cost under$5000, depending on size and features.Installation labour costs and computerhardware also have to be factored in. Thesoftware to run the SMART Board is freeand can be installed on any computer,either in the school or at home.

Why use SMART Boardswith kindergartenstudents?The SMART Board provides teachers andstudents with a whole new interactivelearning environment to share ideas,information, images, animations,audio or video. Learning is much morepowerful if it is multimodal and theSMART Board supports several differentlearning styles - visual-spatial, auditoryand kinaesthetic (SM/4/^7-Technologies,2004). Young students are highlymotivated when content is presentedon a SMART Board. It increases theirenjoyment by being physically involvedtouching and moving objects and by thesize of the screen which makes imageslarge enough for everyone to see. The

engagement andknowledge buildingof young childrenis fostered whenthey are giventhe opportunityto interact in aphysical and mentalway in the learningenvironment(Harlen &Rivkin, 2000}.Further, children'sexcitement indemonstrating askill or 'operating'the SMART Boardboosts theirself-esteem andbuilds confidencein science and

technology and aids them to workindependently at a later time.

Kindergarten children have a shortattention span and need to be keptactively involved to promote learning.The collaborative nature of usingthe SMART Board in the learningenvironment, where the teacher andstudents are grouped in front of theboard engaging in an activity is highlyeffective for whole group instruction,active discussion and questioning.

Kindergarten students are incrediblyinquisitive and highly motivated towardsscience but lack the skills and ability todeal with multiple relations comparedto older students. This can presentchallenges especially when trying torecord the results of investigations.Kindergarteners are able to predict whatmight happen in an experiment and canverbally describe their observations,having them record the results is morechallenging. 5-6 year olds requireconsiderable scaffolding and teachermodelling which is where the SMARTBoard becomes effective. Whilst theaim of the science specialist teacheris to develop children's understandingin ways consistent with the scientists'views and begin to instil an evidencebased way of thinking, one has to ensurethat the children are 'with you' as youdo this. Working collaboratively withthe classroom teacher and the studentsrecording what happened and trying toexplain and understand why becomesmore effective through interactingwith the SMART Board and using itscomputer based features. We are always'pushing the envelope' to see just whatkindergarten children are capable of andconstantly looking for ways that help usto communicate our teaching goals tothe children and to be sure that they are'really getting' the ideas behind what we

are teaching.

Our work with IWBs have assisted usto guide children's investigation andrecording of results of practical activitiesas well as to reinforce the conceptsunderpinning these. SMART Boards alsoprovide a means of promoting visualobservation skills, the development andpractice of skills being an importantoutcome of science learning (Feasy,2004).

Lesson introductionsSMART Boards are ideal for introducinga lesson and to determine children'sprior knowledge and understanding.Figure 3 shows a hands on activity wherechildren are sorting Living and NonLiving Things into groups.

In this activity meant that the childrenwere able to use concrete items;however, not all concepts in scienceenable this. In other lessons involvingenergy, for example, this kind of handson task would not be possible. In thiscase a SMART Board activity was usedto elicit prior understanding. Figure 4shows a task where children are askedto group the pictures into those objectsthat need electricity and those thatdo not (SMART Education, 2007). Asan extension children were asked toseparate those needing electricity intothose that use batteries and those thatrequire power points.

Figure 3. Hands on activity wherechildren are sorting Living and NonLiving Things into groups

Integrated activities inteaching and learningsequencesMaking predictionsIn this example children were asked topredict what would happen to the plantpictured on the SMART Board if it wasnot watered. Children were selected todraw what would happen to the plant.This included instruction on how to dosimple scientific drawings rather than doartistic sketches.

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Electricity grouping activity

Building up instructions for practicaltasksYoung children are not able to takein several instructions at once; theyrequire clear, step-by-step instructions.A PowerPoint presentation or Flashanimation can be used with the SMAR'IBoard whereby instructions are graduallyrevealed to children. This approachprovides children with visual andverbal cues to help them assimilatethe procedure. An example of thisapplication was used to guide childrenin the construction of mini worm farms.

Recording resultsAfter several frustrating attempts atguiding kindergarten in the recordingof results of investigations the SMARTBoard worked effortlessly. Childrenconducted an investigation to see howfar Lego cars travel on different sud^aces.The teachers modelled recording ofresults using the SMART Board file.

Children dragged paddle pop sticks fromthe box to show how far the car wentand how they measured it. This level ofguided instruction enabled the childrento use their Lego cars in pairs to conductand record the results of their owninvestigation.

Reinforcement of key ideasThe HBC Schools Science Clips fromthe UK are fantastic resources that wefound could readily be incorporatedinto our unit of work about forces

— Push Me Pull You. In this unit of workchildren experiment with Lego cars tosee what happens if you give them abig push and a little push. Results arerecorded by asking children to drawa picture to show what happens andto verbally explain their observations(the science specialist and classroomteacher annotate drawings with theirexplanations). To consolidate theirunderstanding the Push-Pull interactiveactivity shown in figure 6 is used (BBC,2007).

Carp

Grav

Figure 5. Lego cars investigation results

Figure 6. Push-Pull interactive activity

Concluding lessonsConclusions are a vital part of effectivelessons but are frequently bypasseddue to running out of time or lack ofadequate planning. The SMART Boardcan be used effectively to conduct, short,focussed conclusions which result inending the lesson on a 'high point' in thechildren's minds.

AssessmentOur action research with kindergartenh ighl ights the effectiveness of the SMARTBoard in assessing young children. Wehave designed interactive activitiesthat enable children to show theirunderstanding of concepts and recallof experimental procedures withoutthe need for highly developed readingand writing skills. ESL students are able

to complete suchlasks whereas theypreviously wouldhave struggled withpen and paper textbased tasks.

FormativeIn figure 7 a child isdragging an imageof a rain cloud overthe plant whichwas to be wateredto demonstrateher recall of anexperimentalprocedure.Previously studentshad conducted an

experiment to see what happens whenplants are deprived of water, they had2 sunflower seedlings in small pots,the one marked with a cross wasnot watered and the other plant waswatered.SummativeFigure 8 shows a child completing asummative assessment activity wherethey are asked to circle the living thingsand put a cross over the non-living things

Further, Figure 9 shows the teachersimultaneously engaging in one-to-one

questioning with one child whileanother is completing the SMARTBoard activity (described above) thetime saving advantages are obvious.

Evaluation of 5A1>\RrBoardswhilst a range of uses have beenfound for the SMART Boards inkindergarten Science lessons,research at Abbotsieigh )uniorSchool has revealed the followingbeneficial purposes and limitations.

Figure 7. Child recalling experimentalprocedure

Beneficial purposesMany beneficial purposes oi SMARTBoards were perceived by teachersoften relating to opportunities to elicitchildren's ideas and gain evidencefor their level of conceptual or skillsdevelopment. For example:

'Allows children to dassify visual imagesto show if they understand the simHariiiesand differences between them or iftbey can relate wbat tbey bave learntin science to everyday experiences (seepush/pull example) '.

'focus children's attention on tbe practicaltask being explained, due to tbe increasedstimulus of visual, auditory and tbe abilityto pbysically interact witb tbe IWB'.

Young children require little instructionto learn how to operate the SMARTBoard which may be a result of thetechnological age where childrenare now growing up surrounded bytechnology and are familiar with high-tech gadgets.

Further SMART Boards are seen as fun.

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Figure 8. L/vrng f/i/ngs assessment tasks

For example:'Students enjoy using the SMART Boarddad they encourage very young studentsto be scientists'.

'The SMART Boards engages the childwith what they are learning about andmakes it both a personal and sharedlearning experience for them '.'Kindergarten students love to look at

photos of themselves. They will go backto the same photo galleries and activitypages over and over again, never ceasingto enjoy viewing themselves at work.This makes it a wonderful basis for theconsolidation of learning'.

A major benefit has been adapting theSMART Board for assessing kindergartenstudents with whom traditional pen andpaper based tests are neither appropriatenor feasible.

'Chris used to spend 2 hours per classinterviev\/ing the girls for their term Iassessment. Now it can be done in asingle science lesson by having 3 tasksoccurring .'iimultaneously: one wheregirls interact with the SMART Boardindividually'.

The pace of lessons has also beenincreased with the ability to incorporateshort, focussed interactive segmentsbefore, during or after hands on practicalactivities.

Figure 9. Simultaneous assessment

LimitationsR'w limitations were noted for SMARTBoards apart from the obvious initialexpenditure to purchase them. Themost commonly cited problem is theIc'chnital setting up in a classroom.Classrooms which have fixed,permanent installations and theteacher just needs to turn it on, havelittle technical issues and therefore agreater level of teacher satisfaction andimplementation.

One teacher noted that SMART Boardscan also 'be a distraction as the studentsfocus on it as soon as they enter tbe

room', which can easily be overcomeby positioning students away from theSMART Board until it is to be used. Thefact that SMART Boards can only beused by one person at once means thatothers may be sitting, watching and notdirectly involved.

Kindergarten students who said theydidn't like using the SMART Boardexplained that this was 'when I don't geta turn to use it'.

Selecting activities that allow briefinteraction of multiple students ensuresthat everyone gets to have a turn whichkeeps children focused for longer.

It must be noted that the SMART Boarditself does not enhance teaching andlearning, it is the way that it Is used,being another tool teachers can use toincrease interactivity in science classes(Earle, 2004). The real advantages of theSMART Board are being seen as teachersexplore ways to use this new technologywith students mutually developing newteaching and learning strategies resultingin changes in pedagogy (Beauchamp &Parkinson, 2005).

When new innovations are adoptedin the classroom there is a danger thatthey will be used to replace rather thanenhance existing teaching practices.The SMART Board is an effective toolfor facilitating a 'minds on' approachin science. Most importantly thistechnology should be used to enhancenot replace hands on investigations andother practical activities in Science (thevalue of hands-on learning experiencesin science are well reported). IndeedSMART Boards can be used to integrateexperiential activities with discussionand reflection to encourage the growthof coherent understanding (Osborne,1994; Skamp, 2004).

Implications of researchThe majority of exemplary examplespresented at ICT conferences thatshowcase the use of IWBs suggest thatyears 5 and 6 benefit most from thistechnology at primary level.

'Most of the available research focuseson older children. Part of this is becauseIWBs are not typically found in EarlyChildhood settings - the youngest classesare often the last to get resources andthere is an historical reluctance amongstEarly Childhood educators to usetechnology' (Goodwin, 2007).

The Abbotsleigh experience willhopefully encourage more schoolsto explore the use of this innovativetechnology with young children. Furtherdevelopment of interactive learningmaterials for young children couldalso lead to more fulfilling, productivescience learning experiences withbeginning primary school children.

The potential for enhanced teaching,learning and assessment with beginningprimary school students revealed by thisclassroom based research suggests thatthe trend in Australian schools towardsthe introduction of IWBs into secondaryschools more so than primary schoolsshould be reversed. Investing in ouryoungest minds and stimulating them todevelop a strong interest in and love ofscience could well translate into morepeople choosing science based careersin the future.

ReferencesBBC (2007). Prom http://www.bbc.co.uk/schools/scienceciips/ages/.S 6/pushes pulh.shtml

BiMuchamp, C, & P,irkinson, J. (2005). Beyondthe 'wow' factor; developing interactivity withthe interactive whitebotird. School ScienceReview. 86 (316), 97-103.

Becta. (2003). What research says aboutinteractive whilehoards. From http;//www.becta .org. u k/page_docii ments/research/wtrs_whiteboards.pdf

Earle, S. (2004). Using and inler^ictivewhiteboard to improve science-specific skills.Primary Science Review, 85, 18-20.

Feasy, R. (2004). Chapter 2: Thinking andWorking scientifically, (pp. 44-87). In Skamp,K. (Ed.). (2004). Teaching primary sciericeconstructively l2nd ed.). Soüthhank Victoria:Tliomson.

Goodwin. K. (2007). Personal communication.Former classrixim (eacher at Abbotsleigh andcurrent PhD student at Macqiiarie University.

Harlen, ). D., & Rivkin, M. S. (2000). 5oenceexperiences for the early childhood years:an integrated approach. (7"' ed). New jersey:Prentice Hall Inc.

Osborne, 1. (1994). Coming to terms withihe unnatural -children's understanding ofastronomy. Primary Science Review. J /, 19-21.

Skamp, K. (Ed.). (2004). Teaching primaryscience constructively (2nd ed.). SouthbankVictoria: Thomson.

SMART Education. (2007). Fromhttp ://w ww.SMART-education.org/

b.SMART-Technologies. (2003!. from http://wvw.SMARTtech.com

5MAR7'-Technologies. (2004), InteractiveWhiteboards and Learning: A rev/ew ofClassroom Case Studies and Research Literature(White Paper). | Q

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