Week 2

Hi there, 

I really enjoyed this week's ICT lesson as we were able to get to know the Smartboard and what it really can do!  Apart from writing on it, I'd never actually used a Smartboard before! So I really excited to give it a go. We watched a video which informed us that the Smartboard is very versatile.  It can be used as an alternative resource to any resource in class.  For it to be used effectively though the user has to be experienced and confident.  I was surprised to hear that now 93% of classrooms in the UK have Interactive White Boards (IWB)! 

Using the Smartboard is not easy though, you really do need to get to know it so that you are competent and can have confidence using it.  You also need to think about positioning and lighting, it would be a shame if after all that work and effort put in to making a fabulous lesson, none of the children can actually see it! It also needs to be accessible and interactive, we need to remember that it is an IWB therefore children need to be able to get up and work with the board easily.  Probably the most important thing that we all need to remember is that the IWB is technology after all and technology can at times let us down.  I need to remember therefore when I am planning a lesson involving the IWB that I have a back up plan just in case something goes wrong!

We worked in groups and each group was given instructions as to one of the many things that a Smartboard can do.  My group were asked to present the 'Magnifying Effect' to the class.  

After learning how to do it ourselves we also taught the class.  The magnifying tool allows you to hide words from children, allowing them to guess and then revealing to them the correct answer.  We used the example of teaching past tenses to Key Stage 2 children.  We asked the class what Minty the Monkey did from the tree.  Using the magnifying glass we later revealed it (as shown below).  

We learnt that there are a number of benefits to using the Smartboard in class.  It is stimulating and engaging and so very good for visual learners.  It is also good however, for kinaesthetic learners.  They get to get up and actually do something instead of watching the teacher write on a board.  It is also good for SEN and EAL children. It also develops discussion and thinking. 

Gerrard et al (1999) found that IWBs can offer much more opportunities for classroom interaction and active learning than other new technologies.  There is debate as to whether IWBs have actually changed the classroom.  Moss et al has said that "the introduction of IWB does not in and of itself transform existing pedagogies". It is clear that teachers need time and space to develop the confidence to use the IWB in order to make a difference to learning.  However, the degree to which IWB have transformed the classroom is debatable.