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I use my IWB every day putting up lesson objectives etc. I've tried to use it as more than a big screen for my laptop, with film clips, and very basic animation.
I've polled pupils on my use of IWB and got some quite helpful feedback. I was struck by how little they rated the aspects of it I thought they would most like.
My one concern is that it does seem to (as the report mentions) suit the more didactic style of teaching. I've seen demonstrations (on Teachers TV for example) where pupils get to come up to the board and write on it themselves. My lot don’t get quite so enthusiastic about it.
I'd be interested to hear how other teachers use IWB to engender a more collaborative style of learning.
I think you summed up exactly what I was trying to say much more eloquently than I did!
Dan
Some of the stuff was my fault –they weren’t crazy about having to copy down from the whiteboard – we discussed this and it came out that they would have felt the same about copying from an ordinary board.
They liked images and things changing on the board but not quite as much as I had expected. Some of them even said they preferred ‘basic’ over ‘fancy’ –I got the impression that this was more to do with a general feeling that they didn’t like having their expectations raised that something was going to be more exciting than it turned out. Some pupils hated having to wait for people who were slower at reading stuff or who wanted to look at images longer (and vice versa).
They liked the idea of getting to ‘work’ the board – giving a presentation or talk using it. And they loved getting to see films on a big screen…
I think it's definitely important to get the board pen into the hands of the pupils as often as possible - they all seem to enjoy using the boards themselves.
The issue of copying from the board is occupying my thoughts at the moment. Why am I asking my pupils to copy down notes from the board if I can just print them out or stick them on-line in a matter of clicks? What is the point? I'm not saying there's no point - i remember myself having to drop out of a final year complex analysis course because the lecturer gave us print-outs of the notes. Without the physical act of copying out what he was showing us, I completely lost the thread of what was going on! Maybe that was just because I had been so conditioned by years of traditional education. I wonder how our pupils would feel about it? Perhaps I should ask them!
One great thing I find they are useful for is playing games, both specific mathematical games in the context of a lesson. But also slightly less educationally relevant games as a reward for a hard week's work!
Our current class favourite is stick remover:
http://ishi.blog2.fc2.com/blog-entry-206.html
The copying from the board issue: I use it as a way of making kids think about stuff -and for older pupils as notes for study. But I'm aware that it isn't the best pedagogical approach. I do try to add in highlighting, suggest they annotate as I have done -or mind map the information. Much better if they have ownership -but not always practical.
What do you suggest? I can always try!
No sweat. I'll continue drawing dingbats onto the IWB.
Sad really...
However, I think a more interesting angle is that teachers have been hoodwinked by the commercial world to think that all of their teaching must be driven by the whiteboard and its software. The truth of the matter is that a whiteboard is a peripheral to the pc and the mac and allows the teacher not to be stuck behind their monitor. In terms of what they teach, well they should use as little or as much of the applications and online resources available to the school. I would always recomend a teacher to refrain from using the interactive software provided with the board as it often confuses and distracts.
I better stop now, will post again I'm sure