Integrating Interactive
White Boards (IWBs) into
the Mathematics
Classroom
Presented by: Krishelle Hardson-Hurley
University of San Diego
The Research
Interactive White Boards (IWBs) serve as a tool to
enhance teaching by offering the following:
Flexibility and Versatility
Multimedia/multimodal presentation
Efficiency
Supporting planning and the development of resources
Modeling ICT skills to students
Interactivity and participation in lessons
IWBs serve as a tool to support learning by offering the
following:
Motivation and affect
Multimedia and multisensory presentation
Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: Boon or bandwagon? A critical review of the literature. Journal of Computer Assisted
Learning, 21(2), 91-101.
Problems and Issues
Practicalities of the setting (lighting, placement, etc).
Training
Without proper practical and methodological training,
IWBs will not become the transformation pedagogical
tool that they are meant to become.
Without proper training on pedagogical tools within
specific content areas, IWBs will simply become a
presentational aid.
Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: Boon or bandwagon? A critical review of the literature. Journal of Computer Assisted
Learning, 21(2), 91-101.
Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and
modern language: an empirical analysis from the secondary sector. Learning, Media, and Technology , 32 (1), 5-20.
“Technology might enhance the
pedagogy only if the teachers and pupils
engaged with it and understood its
potential in such a way that the
technology is not seen as an end in itself
but as another pedagogical means to
achieve teaching and learning goals.”
Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and Technology, 32(3), 213-225.
Three-Stage Process of
Pedagogical Development
STAGE 1: Supported teacher-center approach where IWB is
used to enhance tradition whiteboards: focused didactic
teaching
STAGE 2: Interaction where the teacher recognizes some
of the additional benefits of the technology and
endeavors to stimulate interactivity by questioning and
involvement of pupils
STAGE 3: Enhanced Interaction where the teacher moves
from the instructional to the involvement role and uses
the technology to stimulate, integrate and develop
interactive learning
Miller, D., Glover, D. & Averis, D. (2004) Matching technology and pedagogy in teaching mathematics: understanding fractions using a virtual manipulative’
Fraction wall, paper presented at the British Educational Research Association Conference, UMIST, Manchester, September.
Pedagogical Change:
Where to Start
Recognize what “interactivity” means:
Student to Student Interactivity
Teacher to Student Interactivity
Value the technology and learn how to use it
Understand the nature of interactivity and its
pedagogical implications
Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics
and modern language: an empirical analysis from the secondary sector. Learning, Media, and Technology , 32 (1), 5-20.
Three-Stage Process of
Pedagogical Development
STAGE 1: Supported teacher-center approach where IWB is
used to enhance tradition whiteboards: focused didactic
teaching
STAGE 2: Interaction where the teacher recognizes some
of the additional benefits of the technology and
endeavors to stimulate interactivity by questioning and
involvement of pupils
STAGE 3: Enhanced Interaction where the teacher moves
from the instructional to the involvement role and uses
the technology to stimulate, integrate and develop
interactive learning
Miller, D., Glover, D. & Averis, D. (2004) Matching technology and pedagogy in teaching mathematics: understanding fractions using a virtual manipulative’
Fraction wall, paper presented at the British Educational Research Association Conference, UMIST, Manchester, September.
Stage 1: Supported TeacherCentered Approach
What does it look like?
Teacher is the focus following traditional approaches
Minimal pupil activity with the exception of response
to teacher questioning
IWB used as visual support
Effect
Students see the use of the IWB as a new tool
Impact on Pedagogy
Illustrates, does not develop concepts
Miller, D., Glover, D. & Averis, D. (2004) Matching technology and pedagogy in teaching mathematics: understanding fractions using a virtual manipulative’
Fraction wall, paper presented at the British Educational Research Association Conference, UMIST, Manchester, September.
Three-Stage Process of
Pedagogical Development
STAGE 1: Supported teacher-center approach where IWB is
used to enhance tradition whiteboards: focused didactic
teaching
STAGE 2: Interaction where the teacher recognizes some
of the additional benefits of the technology and
endeavors to stimulate interactivity by questioning and
involvement of pupils
STAGE 3: Enhanced Interaction where the teacher moves
from the instructional to the involvement role and uses
the technology to stimulate, integrate and develop
interactive learning
Miller, D., Glover, D. & Averis, D. (2004) Matching technology and pedagogy in teaching mathematics: understanding fractions using a virtual manipulative’
Fraction wall, paper presented at the British Educational Research Association Conference, UMIST, Manchester, September.
Stage 2: Interactive
What does it look like?
Teacher begins to challenge students to think by using visual, verbal
and kinesthetic stimuli.
Teacher is getting comfortable and begins to explore other tools
(PowerPoint, Excel, etc).
IWB is center of student attention– it is used to:
Illustrate,
Develop, and
Test discrete concepts
Effect
IWB is not a novelty but integrated into teaching and learning
Impact on Pedagogy
Full potential is not fully developed
Miller, D., Glover, D. & Averis, D. (2004) Matching technology and pedagogy in teaching mathematics: understanding fractions using a virtual manipulative’
Fraction wall, paper presented at the British Educational Research Association Conference, UMIST, Manchester, September.
Three-Stage Process of
Pedagogical Development
STAGE 1: Supported teacher-center approach where IWB is
used to enhance tradition whiteboards: focused didactic
teaching
STAGE 2: Interaction where the teacher recognizes some
of the additional benefits of the technology and
endeavors to stimulate interactivity by questioning and
involvement of pupils
STAGE 3: Enhanced Interaction where the teacher moves
from the instructional to the involvement role and uses
the technology to stimulate, integrate and develop
interactive learning
Miller, D., Glover, D. & Averis, D. (2004) Matching technology and pedagogy in teaching mathematics: understanding fractions using a virtual manipulative’
Fraction wall, paper presented at the British Educational Research Association Conference, UMIST, Manchester, September.
Stage 3: Enhanced
Interactivity
What does it look like?
Technology is an integral part of most teaching in most lessons
Integration of concept and cognitive development in a way that
exploits the interactive capacity of the technology
IWB used to prompt discussion, explain processes, develop
hypothesis or structures and then test these by varied
application
Effect
Teachers aware of available techniques– fluent in use of
technology and flexibility of lesson
Impact on Pedagogy
Teachers show enhanced understanding of the learning process
and talk about ways technology can support learning
Miller, D., Glover, D. & Averis, D. (2004) Matching technology and pedagogy in teaching mathematics: understanding fractions using a virtual manipulative’
Fraction wall, paper presented at the British Educational Research Association Conference, UMIST, Manchester, September.
How to Achieve Enhanced Interactivity
Tip #1-Lesson Preparation
Lesson Preparation
Tighter planning
Implementation of lesson plans according to the need
to cover prepared material
Planning with greater precision, consider all available
resources
Result:
Depart from the prepared “script” and use fresh or
recalled screens
Faster pace allows for less time for off-task behaviors
Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics
and modern language: an empirical analysis from the secondary sector. Learning, Media, and Technology , 32 (1), 5-20.
How to Achieve Enhanced Interactivity
Tip #2-Lesson Structure
Lesson Structure
Construct lessons with a progression for conceptual
development
Offer opportunities for cognitive growth through
reflection
Starter  Developmental phase  Review of learning
Result:
Ability to match activities to objectives
Students use the IWB to help in their evaluation of
whether they met such objectives
Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics
and modern language: an empirical analysis from the secondary sector. Learning, Media, and Technology , 32 (1), 5-20.
How to Achieve Enhanced Interactivity
Tip #3-Learning Management
Learning Management
Ability to look at students during the lesson
Recall slides and materials to address misconceptions
Deviations in lesson can be captured and maintained
for revision
Result:
Depart from the prepared “script” and use fresh or
recalled screens
Faster pace allows for less time for off-task behaviors
Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics
and modern language: an empirical analysis from the secondary sector. Learning, Media, and Technology , 32 (1), 5-20.
How to Achieve Enhanced Interactivity
Tip #4-Storing and Editing Lessons
Storing and Editing Lessons
Ability to save and re-use resources
Organize your files in 1 of 3 ways:
By topic and extracting as each lesson was prepared
By lesson and then copied if to be used in another lesson
By intended year group and then developed with further
material if being used for different content
Result:
Ability to refine lessons for different classes rather than
redesign
Ability to access materials quickly in the lesson
Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics
and modern language: an empirical analysis from the secondary sector. Learning, Media, and Technology , 32 (1), 5-20.
How to Achieve Enhanced Interactivity
Tip #5-Pedagogical Change
Approach planning for enhanced interactivity in the
following ways:
Plan for cognitive development
Create clear visual representation of concepts
Activities should encourage an active, thinking approach
Progression in learning and attainment through progressive
lesson structure
Illustrate concepts in different ways
Sequencing is important
Gain immediate feedback
Recall to strengthen learning
Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics
and modern language: an empirical analysis from the secondary sector. Learning, Media, and Technology , 32 (1), 5-20.
Conclusions
“It is still the quality of the teaching that
ensures progress; the IWB alone does not
guarantee it.”
“Teachers need time to develop their
technological fluency, apply pedagogic
principles to the available materials or to
the development of materials, and then
to incorporate the IWB seamlessly into
their teaching”
Students should have access to the board
“Effective teaching requires that the
technology and the pedagogy are
directed towards enhanced and structure
understanding”
Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics
and modern language: an empirical analysis from the secondary sector. Learning, Media, and Technology , 32 (1), 5-20.
Photo: http://21stfollowup.wikispaces.com/file/view/sb680Kids.jpg/57534752/sb680Kids.jpg
Conclusions
Enhanced Interactivity requires:
Potential IWB users to become
confident operators of the
equipment and software
Opportunities for reflection on
the way in which the IWB can
present concepts
Willingness to link subjectspecific work to think about the
process of learning
Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics
and modern languages: an empirical analysis from the secondary sector (Vol. 32). Learning, Media and Technology.
Photo: http://mytechperformance.com/images/teacheratSMARTboard.jpg
References
Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for
teachers using the interactive whiteboard in mathematics and modern languages: an empirical
analysis from the secondary sector (Vol. 32). Learning, Media and Technology.
Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive
whiteboards. Learning, Media and Technology , 32 (3), 213-225.
Levy, P. (2002). Interactive whiteboards in learning and teaching in two Sheffield schools: a
developmental study. Retrieved December 10, 2010, from
http://www.shef.ac.uk/eirg/projects/wboards
McCrummen, S. (2010). Some educators question if whiteboards, other high-tech tools raise
achievement. The Washington Post. Washington, DC. Retrieved from
http://www.washingtonpost.com/wp-dyn/content/article/2010/06/10/AR2010061005522.html.
SMART Technologies Inc. (2006). Interactive Whiteboards and Learning: Improving student learning
outcomes and streamlining lesson planning. SMART Technologies Inc.
Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: boon or bandwagon?
A critical review of the literature. Journal of Computer Assisted Learning , 21, 91-101.