Interactive Whiteboards 101 and Academic Achievement

Interactive Whiteboards By
Mayra Velez
101 and Academic
Belton ISD
Equipment needed for the
Mimio Teach are a computer,
projector, stylus, and magnetic
When connected, the
magnetic whiteboard becomes
a giant, touch sensitive version
of the computer screen.
The combination of laptop,
projector and Mimio is still an
expensive combination, but
they are all so portable that a
little preplanning means they
can be shared between staff
What is an Interactive
Whiteboard ?
An interactive whiteboard is a piece of hardware that looks much like a
standard whiteboard but it connects to a computer and a projector in the
classroom to make a very powerful tool.
The interactive whiteboard becomes a giant, touch-sensitive version of the
computer screen. Instead of using the mouse, you can control your computer
through the interactive whiteboard screen just by touching it with a special
pen (or, on some types of boards, with your finger).
Anything that can be accessed from your computer can be accessed and
displayed on the interactive whiteboard, for example Word documents,
PowerPoint presentations, photographs, websites or online materials. Using
special software included with the interactive whiteboard, you can also
interact with images and text projected on the board: rearranging them,
changing their size, color, etc.
Click Here for Mimio Interactive Demonstration
How can
technology offer
richer materials
for learning?
 The interactive electronic whiteboard is a
colorful tool. Research indicates that students
respond to displays where color is employed,
and marking can be customized both in the pen
and in the highlighter features to display a
number of different colors.
 The board can accommodate different learning
styles. Tactile learners can benefit from
touching and marking at the board, audio
learners can have the class discussion, visual
learners can see what is taking place as it
develops at the board.
 All ages of students respond favorably to board
 One-computer classrooms can maximize the
use of limited computer access by using the
 Users can be contributing directly by input both
at the computer and at the board.
 It’s a kid magnet. Kids of all ages are drawn to
the board and they just want to use the board
at every opportunity.
Click here to watch example 1 of Student Using Interactive Whiteboard:
Click here to watch an example 2 of Mimio Interactive Whiteboard Demonstration:
Disadvantages of
Using an Interactive
 Mimio does not always pick up every stroke of the pen, which can be
frustrating. Some lettering can remain incomplete which could be critical
in spelling of names and terms, or in mathematical formulas.
 Technical faults with the interactive whiteboard can disrupt the lesson.
 Teachers may not be confident in using all of the features on the board.
 The whiteboard equipment is expensive and any faults with the
equipment would be expensive to correct.
 Not all teachers will be confident with computers and using an
interactive whiteboard.
 The positioning of the board can affect children's vision (e.g. the board
may be too high on the wall or too low).
 If the sun shines on the board then this can reduce the visibility.
Source: Hall, I. & Higgins, S. (2005)
IWB and
• What does using an IWB add to the teaching
and learning experience?
• Are IWBs just a novelty or do they add to the
learning experience?
• What are the key factors that take the IWB
from a technological aid to an interactive
• Finally, is there evidence that having an IWB
in the classroom improves achievement?
What does using an IWB
add to the teaching and
learning experience?
Multimodal – language, image, sound, gesture
Movement – data, teacher, students
Kinesthetic learning
Tighter planning and implementation of lessons
Wider range of sources
Faster pace between lessons
Reduced behavior issues
Teacher faces students – retains eye contact
Are IWBs just a novelty or
do they add to the learning
• Three Tier classification of IWB use
– 28% of lessons as ‘supported didactic’ which is
largely teacher centered
– 30% of lessons being basically ‘interactive’
– 42% of lessons as ‘enhanced interactivity’
• Progression in use
– Lecture – teacher control
– Collective Reflection – learner control
What are the key factors
that take the IWB from a
technological aid to an
interactive tool?
• Contextual Factors:
Teacher Training
Teacher Confidence
School Culture
Technical Support
Other – Environmental
Finally, is there evidence that
having an IWB in the
classroom improves
• In the UK significant gains were reported in national
test scores at age 11.
• Key factors
– IWB used daily in class for more than 2 years.
– Teacher professional development
– After 2 years teachers had changed their
teaching methods.
• Teacher becomes co-learner with students
 Cutrim Schmid, E. (2007). Enhancing performance knowledge and selfesteem in classroom language learning: The potential of the ACTIVote
component of interactive whiteboard technology. System, (35) 2, (6), 119133. (ISSN: 0346-251X).
 Digregorio, P., Sobel-Lojeski, K. (2009-2010). The effects of interactive
whiteboards (IWBs) on student performance and learning: A literature
review, Journal of Educational Technology Systems, 38, (3), 255-312.
 Hall, I. & Higgins, S. (2005). Primary school students' perceptions of
interactive whiteboards. Journal of Computer Assisted Learning, 21(2)
102–117. doi: 10.1111/j.1365-2729.2005.00118.x
 Harlow, A., Cowie, B., Heazlewood, M. (2010). Keeping in touch with
learning: The use of an interactive whiteboard in the junior school.
Pedagogy and Education, 19, (2), 237-243,
 Lai, H-J. (2010). Secondary school teacher's perceptions of interactive
whiteboard training workshops: A case study from Taiwan. Australasian
Journal of Educational Technology, 26(4), 511-522.
More Resources
 Lavicza, Z., Papp-Varga, Z. (2010). Integrating GeoGebra into IWB-equiped
teaching environments: Preliminary results, Pedagogy and Education, 19,
(2). Special Issue: Classroom use of interactive white boards, 245-252.
 Lopez, O. (2010). The Digital Learning Classroom: Improving English
Language Learners’ academic success in mathematics and reading using
interactive whiteboard technology. Computers & Education, 4,(5), 901915.
 Swan, K., Schenker, J. & Kratcoski, A. (2008). The Effects of the Use of
Interactive Whiteboards on Student Achievement. In J. Luca & E. Weippl
(Eds.), Proceedings of World Conference on Educational Multimedia,
Hypermedia and Telecommunications 2008 (pp. 3290-3297). Chesapeake,
 Wood, R., & Ashfield, J. (2008). The use of interactive whiteboards for
creative teaching and learning in literacy and mathematics: a case
study. British Journal of Educational Technology, 39(1) 84 96. doi: 10.111/j.1467-8535.2007.00699.x
 Websites:
Additional Interactive Websites
• Sounds:
• Worksheets:
• English:
• Math Sites:
• Teacher Resources:
• Reading & Writing:
• Animal Anatomy Game:

similar documents