IWB in ICT

Discuss the value of IWB in supporting primary learning and teaching. How does the technology make it easier/ better/ more motivated than traditional methods?

We are already seeing rapid developments in the status of ICT in primary schools, it now effectively being one of the four main subjects of the primary curriculum, together with Literacy, Numeracy and Science. There is also a subtle change in the nomenclature with the initials ICT being used rather than I.T. ICT emphasises the increasingly important role that communications will have when schools have ready access to the enormous network of computers, which is known as the Internet. The ever-increasing importance of ICT in education is indicated by the high profile, which the government is giving to ICT, and the large amount of money that is being channelled into hardware and software. ICT is more than just another teaching tool; its potential for improving the quality and standards of pupils’ education is immense.

What is the pedagogic justification for investing huge sums of money into ICT resources? If Teachers’ cannot answer this by demonstrating enhanced pupil learning outcomes, then the government should not expect to provide support for the resources. Interactive White boards are just one of a teachers resources in their quest to deliver outstanding teaching. Effective teaching takes account of the four different learning styles those being, visual, auditory, kinaesthetic and tactile. The IWB can effectively cater for all the different learning styles for example in my experience in school, James is a visual learner in the fact that he needs to be able to study something. When using the IWB, this equipped the teacher with James unique learning style, as the information was available for him to view on the IWB. Another example is that Stephen is a kinaesthetic learner; he likes to be able to get physically involved. The Interactive white board allows Stephen to come up to the board and work with it on a one to one approach. This is a fantastic way of matching individual learning styles, thus allowing the teacher more easily to provide differentiated work for different types of learners.

The board is also a great motivational tool; not only for the children but for the teacher too. Some teachers are motivated by the idea that children themselves seem more keen to use new technologies and this aids they’re learning.

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There are a number of theorists that I have researched into how children learn. Vygotsky has some influential insights into the ways children learn using ICT. Firstly there is his idea of the “Zone of proximal development” (ZPD). This is “the distance between the actual development level of the child and the level of potential development as determined through problem solving under the adult guidance or in collaboration with more capable peers” (Vygotsky 1978) when a teacher comes along and asks carefully constructed questions, they are supporting the child’s thinking or providing scaffolding. Collaborative work between two or three children in front of the white board on any type of problem –solving activity can create an environment in which the children can provide the scaffolding that they each need in order to progress. When we acknowledge that different people learn different things in different ways, and that they can be encouraged to seek out different ways of learning which work for them, the computer has the power to assist in this enormous task. A particular explanation might consist of moving graphic elements, some text and a spoken explanation. Using the whiteboard utilises the children’s high order skills for example using a spreadsheet. There is also a great deal of work that can be done in predicting patterns and rules particularly in work relating to science.

The white board can have some disadvantages for example; they can be considerably more expensive than conventional whiteboards or projector and screen combinations. Also other children can obscure working in a whole class situation, the screen. The one large screen is a distinct advantage as inevitability there are times when you want to show children how to use a particular piece of software or discuss the findings of some data or even explain a particular process or theme. This proves to be an effective method of consolidating information with the whole class. Interactive whiteboards have transformed the delivery of the curriculum in conventional whole – class settings. The use of Numeracy processes has improved the ability of many children. The use if the IWB in groups learning animation has meant that children can not only visualise the process of animation, but identify where errors may have occurred. This can then be shared with the whole group, reinforcing communally constructed learning. The IWB software for lesson preparation can also enable a smooth transition between activities. When videos are embedded within the materials the transition computer – and video based materials is seamless.

As more schools are fitted with interactive whiteboards there is a real need for teachers to play an active role in specifying the ways in which this extremely powerful tool is installed and used. The technology can have a profound change on the ways in which we teach our children and, more fundamentally, the ways in which we organise the curriculum in the school. In recent experience I have noticed that some schools are not maximising the use of the IWB in either the classroom or the ICT suite. For example in one particular school the IWB was on a free standing stand in a corner not plugged in, and the children were being taught on individual computers. It is essential that teachers and children are fully exposed to the benefits of the IWB.

The use of multimedia software applications on the IWB is important to consider as it has more than one medium, that is text, sound, pictures, video and animation. One powerful feature of multimedia text is their interactivity the reader can choose how explore the text, how to read it, how to hear it, watch it. The author can no longer predict how the text will be experienced, and the readers could create a virtually new text of their own. The skills needed to read and appreciate multimedia texts are different skills to the traditional ones needed to read and appreciate a book.

Children can have opportunities to express themselves through multimedia in full colour, using their own voice to speak, their own text, with pictures, sound effects and much more. Children as young as five take to this new authoring technology with enthusiasm and excitement. Pupils of all abilities can find something in it they can do really well, and the software they produce is high status, long lasting and very satisfying (Leaks & Meadows 2000)

The IWB is a great way to access the World Wide Web as a whole class activity, especially producing web pages. Although its not that common in school at the moment, most web authoring software allows children to create their own web pages. They can distribute their work to a potential massive audience, but care should be taken to ensure that the material is suitable for other people to see. All children will have their own email address through their school, this will enhance learning and allow the children to collaborate with other schools online in the local town, or in other parts of the country or even build overseas links with other educational establishments. (Ager 2000)

As human beings we are the kinds of creatures who can learn in many ways: through exploration with our hands, the use of our several senses, the silent observations of other people. According to Gardner’s multiple intelligence theory, there are eight different forms of intelligence, linguistic, logical, mathematical, musical, spatial, bodily kinaesthetic, naturalist, interpersonal and intrapersonal, the two most favoured in schools are linguistic and logical mathematical. (Gardner 2000) There is however increasing evidence with the use of the IWB that the kinaesthetic approach is working well.

This is where I turn to the smart board presentation. My presentation on the IWB was put together for a year three class. The lesson that is being taught was science and the theme of this series of lessons was “Helping plants grow well” I delivered a series of lessons with the objectives clearly being laid out at the start of each session. I was conscious that I needed to cater for all the different learning styles in the class. There were group discussions and individual, along with group activities. The IWB played a crucial role as initially focussed the group at one specific area. This was in the form of a presentation by myself to go though the objectives of the session. The IWB is a good tool to get the children’s attention. Within the session I completed a recap session, this was where I asked different children to come up to the IWB to label different parts of a plant based on the lesson that had just been delivered. This was an excellent way of assessing what the children had picked up through the session. It also gave the children the confidence to use the IWB and to contribute and collaborate as a whole group.

I also used the IWB as a reference board by adding a hyperlink. This is where I linked my resource to another external website for example the BBC website and in particular the links to science for children. This gave the children the visualisation that the IWB is not just a presentation board but also an information-gathering tool. I asked the children to come to the front of the class and demonstrate how to use this hyperlink to the rest of their peers. By getting the children involved and up at the front of the class, it built on their confidence and self- esteem, it also gave them motivation to complete the task. The second part of my interactive presentation was to move the children on from plants. They were to find out which plants were edible for example fruits and vegetables. The purpose of this activity was to identify whether the children knew the difference between a fruit (seeded) and a vegetable. By putting pictures of the different fruits and vegetables on the IWB it allowed them to think about the item and work out which category they fell into. Once again I invited selected children up to put the picture in the right place. This allowed my to assess the child’s understanding while building on their confidence of standing up in front of their peers.

ICT plays a vital role in a child’s education, this subject should be maximised to it’s full potential. It should be used in each and every subject that the child is taught where applicable, the amount of skills that the children hone on while using ICT and IWB is staggering. It should not be regarded as “just another teaching tool”. As the potential for raising the standard in the curriculum subjects and the child’s education is great. IWB are in my opinion a worthwhile commodity in any modern classroom today.

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