Special Features of Interactive Whiteboard Software for Motivating Students
Total Page：16
File Type：pdf, Size：1020Kb
International Journal of Information and Education Technology, Vol. 1, No. 3, August 2011 Special features of Interactive Whiteboard software for motivating students J. Sarsa and R. Soler, Member, IACSIT of the main devices to last long time in classrooms, living Abstract—The introduction of the Interactive White Board together with or even contributing to the disappearance of the (IWB) in the educative system embodies new methodological foregoing technology. Many teachers consider the IWB as an approaches that require prior research and training in teachers. invaluable classroom tool. Though IWBs begin to be used ten To meet the educational opportunities offered by the new digital years ago it is now when they are expanding. The massive classrooms, the integration of Information and Communication Technologies (ICT) has to be considered from a new interactive incorporation of IWBs into teaching in some countries is learning horizon. In Spain IWBs have early been adopted in expanding so fast that teachers suddenly encounter they have classrooms, since 2005, but thanks to the 2.0 School National to use a completely different technology. Even more they are Program (2009), the implementation of ICT has been fostered forced to quickly modify quickly a great part of their teaching by the central government. However, even though teachers may strategies to adapt them to this “new guest” that determines have an IWB in their classrooms, it does not mean that they use the kind of contents and the didactic methodology. In Spain it for interactive teaching and advanced learning purposes. New software for digital boards has to be specifically created in IWBs have been recently implemented in classrooms (about order to benefit from this innovative learning tool. This paper 2005), but thanks to the 2.0 School National Program (2009) presents practical examples of the IWB application in fostered by the central government, they have been massively classroom teaching. It also shows the need to implement distributed. software to develop students' goals when using the IWB. The However, if we consider the investment that the lack of specific software in IWB tools is an important barrier. implementation of IWBs implies in each classroom, it would The main interest lies in the learning opportunities it offers to children as a writing device, as a resource to correct exercises, be desirable to clarify what advantages they have and the as a means of interactions, etc. IWB current programs are didactic methodologies that emerge with them. There is rather linear in the sense that only a few of them allow students’ controversy on the need of having IWBs in classrooms interaction with their peers. Similarly, multimedia software has because many common programs are often conceived as to be developed to get the most of the latest ICT, like the IWB. IWB specific software though they can be used in any This only can be reached if authoring tools develop as far as to computer. Even considering the IWB as an extraordinary achieve programming instructions to run the possibilities of the IWB, such as handwriting recognition, strokes and shapes technology it is important to identify accurately which are its recognition, finger dragging or multi-student collaboration. contributions to the teaching-learning processes. Several authors agree on its didactic uses: “Effective use of an Index Terms—Interactive whiteboard, IWB, ICT, digital interactive whiteboard encompasses and extends a range of classrooms, authoring tools. teaching styles. It also supports and extends a wider range of learning styles – but, as with any ICT tool, its success depends on effective use” [1]; “Current evidence at both I. INTRODUCTION primary and secondary levels points to a reluctance on the Technological innovations emerge so fast that new part of many teachers to do other than use the IWB as a visual educational innovation processes are constantly being textbook in the same way lesson by lesson. As a result, pupil introduced. This has advantages and disadvantages. The boredom once again inhibits understanding and achievement advantages relate to the endless possibilities of expansion, and the potential for changed approaches is lost” [2]; “A consolidation and training a student can receive, once the number of respondents raised concerns that IWB use was teaching staff has been trained. The disadvantages refer to the ‘just another presentational tool’ ” [3]. necessary assessment process that each innovation program In last years some projects have been carried out in order to requires. As a result of this handicap teachers need to identify identify the best didactic models to be applied in “2.0 new methodologies or modify the ones currently used. classrooms”. One of this, the “2.0 Classroom Research” Traditional devices such as slide projectors, videotapes, project has involved 21 centers and 3000 students [4]. This and audio cassettes have almost vanished under the report highlights that one of the IWB achievements is to deployment of possibilities showed by computers. The increase attention and motivation in a 100% of the cases they traditional blackboard seems to be the next victim. The analyzed (96% of students declared their preference for Interactive WhiteBoard (IWB) has consolidated itself as one developing their classroom activities using ICT). Teachers consider ICT are a valuable resource in classrooms (more Manuscript received July 8, 2011; revised July 31, 2011. than 90%) but they acknowledge the time it takes when Javier. Sarsa is with the University of Zaragoza, Faculty of Education, preparing the lectures. The project remarks the need to San Juan Bosco, 7, 50009 Zaragoza, SPAIN (e-mail: jjsg@ unizar.es). Rebeca Soler is with the University of Zaragoza, Faculty of Education, develop teacher training programs based on digital didactics San Juan Bosco, 7, 50009 Zaragoza, SPAIN (e-mail: rsoler@ unizar.es). in 2.0 classrooms. 235 International Journal of Information and Education Technology, Vol. 1, No. 3, August 2011 Increased student engagement is a common factor detected BECTA’s recommendations [1] establish four main when using IWBs. The visual aspects seem to be the main advantages about using IWBs: reason. This opinion is reflected in several studies [5] that • Enhance demonstration and modeling. argue the positive effects of supporting the lessons with • Improve the quality of interactions and teacher visual elements and the influence in metacognition. Another assessment through the promotion of effective reason is that IWBs have the potential of maintaining questioning. students’ attention and improving their results. “The more • Redress the balance of making resources and planning students are motivated to learn, the more likely it is that they for teaching. will be successful in their efforts” [6]. But the motivational • Increase the pace and depth of learning. effects heavily rely on teachers’ attitudes and technological Another research [12] gets the point hat IWBs have the skills. Adopting the best practices in the use of IWBs are potential for enhancing interactivity in learning contexts, critical for assuring success and quality in the lectures, connecting students with other students, resources and ideas. therefore, it is very important a detailed planning of activities IWB is a positive reinforcement for a triangular interaction in the syllabus design [7]. The question is: what model in whose vertices are the teacher, the students and the methodologies and kind of activities are the most effective contents. with IWBs and how to integrate them into the learning Between 2004-06 the “Iberian Research Project” [13] was process? carried out. This project tried to identify and study the processes and results derived of the use of IWBs in different learning stages and different pedagogical models to integrate II. ADVANTAGES AND DISADVANTAGES OF USING AN IWB IWBs in classrooms. The conclusions of this study reveal Bautista has gathered some of the advantages of the IWB that: [8]. Among them, he emphasizes the possibility of writing • IWBs considerably improve the teaching-learning and drawing with colors over the surface, underlining, stating processes. the benefits for pupils with psychomotor problems, storing • IWBs are very well accepted by teachers. screens drawn in previous days, the big size of the screen, the • The use of IWBs generates a higher motivation in triple interaction teacher – student at the whiteboard – teachers and students. students on their seats, or the wide possibilities of the • There is a need for technical, pedagogical and software supplied with IWBs. The great motivation and methodological training and to leverage creativity while interest that IWB produces in students is also highlighted. using properly IWBs. (This point is nearly to these Indeed, one the main reasons of the IWBs success in paper objectives). contrast with the existing computer and projector duo lies in • IWB software is perfectly integrated with usual higher motivation roused in students. In relation with the classroom activities. traditional chalkboard this motivation is fundamentally • IWBs foster teacher’s creativity. caused by the graphical capabilities of the IWB (use of color, But, are these the real IWB advantages? What’s the images, videos…), already available since the computer difference between the IWB and the previous system based video projection system invention. Above all, the key is the on a computer and a projector? Which are really its specific sort