stanleyeda

Two broad categories emerge in the research: 1. the IWB as a tool to enhance teaching 2. as a tool to support learning. (Smith //et al//, 2005) 1. Enhancing Teaching  ·  flexibility and versatility for use with a wide range of age groups, learning needs and educational settings  ·  multimedia/multimodal presentation – the ability to manipulate and interact with material and use a wide range of media. It is important to note here that the latter can also be achieved with just a data projector. Much of the research fails to recognise that it is the ability to control the computer from the screen that distinguishes the IWB from a data projector on its own.  ·  efficiency – the touch-sensitive nature of IWBs facilitates a more efficient and professional delivery of multimedia resources (but how does this improve learning?)  ·  supporting planning and the development of resources – A key feature differentiating the IWB from a data projector/screen is the ability to save the additions/modifications/changes made to the prepared lesson ie to capture the lesson as it unfolds.  ·  interactivity – IWBs are claimed to increase student motivation through whole class and group interactions (McDowell and Murray, 2005), and to engage students kinaesthetically in their learning. But the research suggests that not all teachers are doing this because it slows down the pace of the lesson (Smith //et al//, 2005). 2. Supporting learning  ·  Motivation and affect – students report that lessons are more enjoyable and interesting (Wall, Higgins, & Smith, 2005), but will this novelty value wear off?  ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">Multimedia and multi-sensory presentation – use of stimulating visual images enhances pupil recall; but this can be also be achieved with just a data projector. Using dynamic visuals as part of the teaching process does not, however, guarantee that students will learn; it depends on the subject matter and crucially on the “specific arrangement of visuals (static or dynamic) with verbal information in order to highlight important relationships” (Mayer 2003, cited in Smith //et al//, 2005, p97). Some research argues (SMART Technologies 2004) that physical interaction with the board enhances learning but this is not borne out by the majority of the research except perhaps in some areas of maths (Smith //et al//, 2005). <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">In conclusion although the majority of the empirical studies have shown many positive effects of utilising IWBs as a teaching and learning strategy, it remains inconclusive as to whether there is a significant improvement in learning outcomes. For IWBs to be successful there needs to be pedagogical change from didactic teaching (instructional teaching) to interactive lessons supported by visual media.

<span style="line-height: 115%; font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">**3. The pedagogical advantages :** <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">The flexibility and versatility of the IWB (Murray & Morunga, 2005; Redwood & Beyer, 2005; Smith //et al//, 2005) is shown by: <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">the capability to cater for a range of learning styles including visual, kinaesthetic and auditory learners <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">the ability to review material, particularly beneficial for lower ability groups and students with special needs <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">the ‘touch-sensitive nature’ allowing a more efficient presentation and professional delivery using an integration of multimedia resources <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">an inter-connectivity that enables communication and collaboration with the rest of the world <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">The impact of IWBs on teaching methods (Smith //et al//, 2005) are: <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">demonstrations of lessons are easier, no ‘huddling’ around a computer screen <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">new innovations can encourage teachers to reflect and rethink their whole approach to teaching <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">helps teachers to explain and illustrate difficult concepts using a range of techniques <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">becoming technically accomplished and preparing lessons is intially time-consuming, but eventually teaching becomes more efficient, through familiarity with technology and saving, sharing and re-using lesson materials <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">teachers modelling ICT skills while facing the class, also advantageous for deaf pupils <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">The effects on students (Garden, 2005; McDowell & Murray, 2005; Murray //et al//, 2005; Redwood & Beyer, 2005; Smith //et al//, 2005) are: <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">their interactive nature motivates students to participate in lessons <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">students are able to readily use the technology, taking control of their own learning with minimal guidance as technology speaks the language of teenage communications in the 21st Century <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">students are encouraged to continue as experimenting provides immediate results and positive feedback <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">higher levels of achievement <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">more positive attitudes <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">an increased enjoyment of lessons for both students and teachers resulting in higher student motivation and on task behaviour

<span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">A major disadvantage that occurs as a result of IWBs is the technical difficulties (for example, internet connection failings or inadequate technical knowledge (Kennedy & Anderson, 2005)) that regularly occur, leading to a disruption in the lesson. To overcome these problems ‘troubleshooting’ support needs to be a priority. Security issues also become a problem, with expensive equipment sitting around in the classroom. <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">Some pedagogical disadvantages are teacher’s attitudes towards IWB’s, and the effects on students. Comments from teachers include : <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">time consuming and increases teacher’s workload <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">technology conveys the wrong message by making learning appear interesting and fun <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">stifles creativity (for example, ‘hands-on’ experimentation) <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">The effects on students (Smith //et al//, 2005) can be as follows: <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">students missing out, as others take more than their fair share of time on the IWB <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">active involvement, reducing the pace of the lesson, which can also cause boredom <span style="font-family: Symbol; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-AU;">too much information becoming confusing, and complicated to understand
 * The pedagogical disadvantages :**