Hardware in classrooms
Blog – Write about your learning in your blog – what are the benefits and challenges of this hardware device?
I looked at IWB use, as I have not had any practical experience with one. It appears that this technology can be very good an enhancing learning in the classroom, but that in order to be successful, new approaches towards pedagogy are needed (Gregory, 2010). This makes sense, as trying to teach with any new technology without thinking about modifying pedagogy would likely limit any possible benefits to learning.
How does it enhance learning?
From Gregory’s 2010 study into the use of IWB in schools, it appears that IWB’s greatly increase engagement, promotes cooperation, and can be helpful for students with learning disabilities. This shows that the appropriate use of IWB’s in the classroom fits ideally with a constructivist approach to teaching that promotes student-centred, engaging, cooperative learning for a diverse range of students.
Have you discovered some good resources for the use of this device?
The first two sites just provide some useful hints for IWB use. The third site is by far the best, and provides a whole load of free web resources for IWB’s.
Post to your blog your understanding of the affordances of the type of technology you are wanting to use might be. This may include aspects of the software as well as the hardware, but think about what these tools allow you to do.
The affordances of classroom technologies
Affordances of the IWB:
Mirrors a PC onto a whiteboard
Pen tool can be used as a mouse for selecting, drawing, etc.
Has all the affordances of a pc, but with an interactive element – as it is displayed on a whiteboard.
Software in the classroom
- When should students start word processing?
As we move further towards a paperless society, most children would be using text-based communication from a very early age. I would say they should start word processing as soon as they learn to write. However, as the textbook mentions, would less hand-writing affect fine-motor skill development?
- Is it necessary to teach keyboarding skills?
10 finger typing is an important skill, if you want to be fast and accurate at typing. Will students pick that same skill up without explicit instruction? Highly unlikely. Reminds me of when I was in high school and the thought was that there was no point teaching grammar, as we would pick it up as we read – it proved to be totally wrong.
- What effect does world processing have on handwriting?
Well, as noted above, there will be fewer and fewer opportunities to practise handwriting, so it will likely deteriorate. Does that matter?
- What impact does word processing have on assessment?
Interesting that the text notes a 1997 study by Roblyer, suggesting that word processed test questions received lower marks (Roblyer, 1997). Is that still the case after 20 years? Formal testing is garbage, anyway. Word processing is great for student assignments/projects, and that’s what matters for learning by doing.
- Is the auto correction of spelling a problem?
Spell check is great, but I think it’s affected my spelling. Where I used to really have to think about how to spell, now I can just use spell check. However, in the digital age, does the quality of one’s spelling really matter? Auto-correct is a different story, and students need to be aware of proof-reading information before publishing – from text messages to essays.
Davies, N. (2014). 10 creative ways to use interactive whiteboards in the classroom. Retrieved from http://www.emergingedtech.com/2014/09/creative-uses-interactive-white-boards/.
Gregory, S. (2010). Enhancing student learning with interactive whiteboards: Perspective of teachers and students. Australian Educational Computing, 25(2), 31-34.
NEA Member Benefits. (2017). Creative ways to use your interactive whiteboard. Retrieved from https://www.neamb.com/professional-resources/using-interactive-whiteboard.htm.
Nicholson, D. (n.d.). Free interactive whiteboard resources. Retrieved from http://www.teachhub.com/free-interactive-whiteboard-resources
Roblyer, M. D. (1997). Technology and the Oops! Effect: Finding a Bias against Word Processing. Learning & Leading with Technology, 24(7), 14-16.