IWB’s+and+the+development+of+pedagogical+skills

We, like many schools, are integrating **IWB**’s or **I**nteractive **W**hite**B**oards into classes. This is one of our major focuses for this year internally and within our ICT PD clusters (this is a Ministry of Education funded professional development initiative). Two of my colleagues, Helen and Doug passed on a research paper titled “**Developing Pedagogic Skills for the Use of the Interactive Whiteboard in Mathematics**” by Miller, Glover and Averis of Keele University in the UK.

While they focused on Mathematics as their area of study, I believe many of their findings can be expanded to other curricula areas integrating IWB’s and also beyond that to the integration of technology in its varied forms into the classroom. They identify 3 progressions or stages in the integration and adoption of this technology (And I suspect this would apply to any technology that can enhance teaching and learning). While they have three phases or stages, I feel that it is more of a continuum than distinctive stages. The three phases they identified were: Essentially normal teaching practice using the IWB – I would liken it to “learning about the technology”. Little student interaction but some use of commercial products like presentation tools, spreadsheets. Lessons start to include different stimuli or learning styles – visual, auditory etc. IWB is a part of the classroom rather than a novelty, Teacher is confident in basic usage. The teacher is developing advancing technical skills – “Learning with Technology” The technology is an integral part of the lesson. Teachers vary use and approaches to using technology. The IWB provides opportunities to challenge students and “enhance active learning” “Learning through technology”. By this stage, students are familiar with almost all the functions of a [|interactive whiteboard] and can take appropriate care of it without any guidance. They are allowed to use the IWB for writing, drawing, illustration, problem solving etc. At this stage a teacher uses all possible whiteboard applications from floating toolbars, infinite cloner to smart recorder. He also becomes proficient with whiteboard accessories like visualizers, interactive panels, student response systems etc.
 * 1) **Supported Didactic**
 * 1) **Interactive**
 * 1) **Enhanced interactive**

They also found that the acceleration through this continuum is helped when there is a “Coach or Mentor” within the departments. Like all projects, it pays to have a champion, to forge ahead and lead the way.