integrating iwb's into the classroom

Integrating ICT and Interactive Whiteboards in

the Classroom

Purpose

On completion participants will:

Knowledge: be able to to create whole class, small group and learning centre activities using ICT and IWB software elements

Application: take away three ideas of how to use ICT effectively during Literacy Dedicated Time.

World wide changes in ICT and Education

Ubiquitous Computing

1. What will be next?

2. How will we prepare ourselves and our students?

Reflection time

1. Go to the website

www.pd-for-ICT.wikispaces.com

Go to your school page and then the discussion page and respond to the question – How does the rate of change in ICT make you feel?

http://www.pd-for-ICT.wikispaces.com/

Reflecting on Classroom Practice

Reflecting on Current Practice

• Share a successful lesson (that incorporated ICT) with your partner. What was it that made them work well?

• Share an unsuccessful lesson with your partner. What was it that limited it’s success?

Reflecting on Current Practice

Tools for Reflection

• CBAM affective domain

CBAM Stages of Concern

Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it.

Affective Dimension of Change: Concerns Based Adoptive ModelHorsley & Loucks-Horsley

“I am not concerned about it.”


Stage 1 (Informational): A teacher asks questions on hearing something new


“I would like to know more about it.”



Stage 2 (Personal): A teacher asks how it might affect them


SELF

“How will using it affect me?”




Stage 3 (Management): A teacher engages with new skills, time demands, materials etc.


SELF

TASK

“I seem to be spending all my time getting the material ready”





Stage 4 (Consequence): A teacher considers how to make the innovation work better for learners


SELF

TASK

IMPACT

“ How is my use affecting the kids?”






Stage 5 (Collaboration): A teacher works with colleagues to make the innovation work better


SELF

TASK

IMPACT

“I am concerned about relating what I am doing with what other instructors are doing”







Stage 6 (Refocusing): Having been successful with the innovation, a teacher seeks a further challenge


SELF

TASK

IMPACT

“I have some ideas about something that would work even better.”







Stage 6 (Refocusing): Having been successful with the innovation, a teacher seeks a further challenge


SELF

TASK

IMPACT

What is the research saying

about integrating IWB’s in the classroom?

How are they being used?

IWBs are mainly being used:

• as a data projector which can navigate to multiple screens;

• as a surface which can generate a dynamic rather than static form of display;

• to enhance presentation from the front of the class.

New Technology, Old Pedagogy

Imagine an early nineteenth century engineer concerned with the improvement of cross-continental transportation. Someone comes to them with a design for a jet engine.

"Great" the engineer says "we'll attach this to stagecoaches to assist the horses." When they try they soon see that there is a danger that the engine would shake the vehicle to pieces.

So they made sure that the power of the engine was kept down to a level at which it would not do any harm. (It is not on record whether it did any good.)

Doing the SumsNicholas Abbey

old pedagogy

+ old technology

low performance improvement

old pedagogy

+ new technology

mild performance improvement

new pedagogy

+ old technology

mild performance improvement

new pedagogy

+ new technology

high performance improvement

TECHNOLOGY

PE

DA

GO

GY

Interactivity

• Physical interactivity . where the focus is on .going up to the front. And manipulating elements on the board;

• Technical interactivity . where the focus is on interacting with technological facilities of the board;

• Conceptual interactivity . where the focus is on interacting with, exploring and constructing curriculum concepts and ideas.

FULL POTENTIAL IS NOT BEING REALISED

Observations from the classroom

• Mostly utilised for demonstration at the beginning of the lesson

• Lower order thinking skills

• Closed questions: ask, respond, evaluate

A Productive Pedagogy Toolkit for

IWB’s

ImagesVideoSoundAnimationPeripheralsGraphic organisersBritannicaLearning objectsWeb 2.0Interactive PowerPoint's

ImagesVideoSoundAnimationPeripheralsGraphic organisersBritannicaLearning objectsWeb 2.0Interactive PowerPoint's

Digital Hub

http://www.youtube.com/watch?v=6QrSRZlVQUQ

http://www.pppst.com/


http://www.youtube.com/watch?v=6QrSRZlVQUQ



Collaboration

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Demonstrations

http://farm4.static.flickr.com

/3664/3592995504_5298cd0fba.jpg

Brainstorm

http://ww

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support.education.nsw.gov.au/env_ed/assets/im

ages/brainstorm

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Interaction

http://ww

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support.education.nsw.gov.au/env_ed/assets/im

ages/brainstorm

.jpghttp://ww

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s/images/

annotate/image_preview

Modelling

http://sites.google.com/site/huntedw

eb/_/rsrc/1257432316077/xIWB

-full.jpg?height=

276&w

idth=369

Higher Order Thinking Skills


Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, finding

Understanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying

Applying - Implementing, carrying out, using, executing

Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating

Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring

Creating - designing, constructing, planning, producing, inventing, devising, making

Lower Order Thinking Skills

(LOTS)


(HOTS)


Before we can understand a concept we have to remember it

Before we can apply the concept we must understand it

Before we analyse it we must be able to apply it

Before we can evaluate its impact we must have analysed it

Before we can create we must have remembered, understood, applied, analysed, and evaluated.


TASK:

Consider a number of lessons you have done recently – try to classify them according to the Taxonomy.

What do you notice about the type of lessons you create?

Varying Usage

Grouping structures

• Whole class

• Small group

• Individual?

Lesson sequence

• Explicit instruction

• Activity with teacher

• Learning Centre

• Plenary

Task:Work with a partner.What possibilities could you design for one of the structures or sequences listed on the left?

Blockers

What are the main blockers when using ICT in the classroom..

Write down 2-3 blockers

What can be done to alleviate or minimize the blockers?

Write down 2-3 solutions

Afternoon Task

Afternoon Task

This afternoon:

1.Plan a lesson incorporating ICT

2.Create your lesson (s)

3.Present your plans to the larger group using 10/20 or 20/20 format. (10 or 20 slides, you talk on each slide for 20 sec. Set to automatically advance after each slide. )

Final reflection

Go to the www.pd-for-ict.wikispaces.com site again and post a comment on the Good Shepherd page under the subject of ‘Goals for Term Four’

http://www.pd-for-ict.wikispaces.com/

Acknowledgements

Thanks to Louise Cimetta for the original ideas and organisation.

integrating iwb's into the classroom

Education

new stage

better stage

learners stage

innovation work

proposed innovation

new skills

rate of change

reflection time