Integrating Interactive White Boards (IWBs) into the Mathematics Classroom

1
Integrating Interactive White Boards (IWBs) into
the Mathematics Classroom

• Presented by Krishelle Hardson-Hurley
• University of San Diego

2
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.
3
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.  
4
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.
5
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.
6
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.
7
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.
8
Stage 1 Supported Teacher-Centered 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.
9
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.
10
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.
11
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.
12
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.
13
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.
14
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.
15
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.
16
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.
17
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.
18
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/sb680
Kids.jpg/57534752/sb680Kids.jpg
19
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 subject-specific 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/teacheratSMART
board.jpg
20
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-dy
  n/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.