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uk IWB guide

Getting the most out of your interactive whiteboard.
Teaching with an interactive whiteboard is an evolutionary process. An IWB is essentially a projector-screen, except that the screen is either touch sensitive or can respond to the touch of a special 'pen'. This means that the projector-screen can be used to interact with the projected computer image - to launch programs, to navigate within programs/websites/presentations, etc. This provides a more physical and intuitive way to interact than using mouse/keyboard to navigate a computer screen which is being projected. IWBs have a huge advantage over individual computers and computer labs for incorporating ICT into teaching. Teachers can provide content for a wide range of learning styles, rather than relying on pupils 'e-learning' ICT skills while working 1:1 or 2:1 per computer. This makes an IWB a very effective tool in pupil centred learning. There are different types of IWB technology. These differ in whether they are operated by touch or using a stylus. In terms of durability and functionality they are very similar. All IWBs must be connected to a computer running appropriate software in order to function. Promethean ActivBoard: The Promethean software provides a more integrated environment than SmartBoard, and as a result seems to have a slight market edge over SmartBoard in schools. It provides a presentation system, web browser, and its own file system. This is an advantage in that the components are optimised for working together in an IW context (e.g. images/sessions that you store can be retrieved straightforwardly), but a disadvantage for the novice user who would normally be more familiar with their own web browser and their computer's hard-drive system. In summary Promethean seems more tailored/suited to school classroom teaching. SmartBoard: The software for SmartBoard is similar to Promethean except that it takes a more minimal approach – e.g. rather than providing you with an integrated browser it lets you use your computer's native browser, which is an advantage for familiarity (although Promethean's browser has some useful customisations for IW use); and SmartBoard saves its sessions in your ordinary file space. Overall, SmartBoard seems more flexible than Promethean, and I think it would be better for (e.g.) IT training and for seminars (especially where 'novice' users such as invited speakers were involved). The Mimio attaches to any ordinary whiteboard, projector screen, flipchart, or other surface, and uses ultrasound to detect touches and penstrokes on the surface. It effectively converts any surface into an IWB. This technology is cheaper and more portable than other IWB options, but can suffer from slightly poorer accuracy. This type of equipment is highly suited for recording flipchart diagrams and associated data. Copyboards (and Mimio’s digital meeting assistant) are similar to interactive whiteboards but do not require an LCD projector and can be used either stand alone or with a PC/laptop. Portable or fixed? IWBs can be fixed to a wall or can be moveable. Portable is good for being able to use the IWB in different rooms, of course, but the IWB and projector must be set up at the beginning of every session to make sure that they are aligned properly. This can be a hassle and detract from the simplicity of use of the IWB. Technical issues Since every IWB needs a 'host' computer with IWB software installed, either the appropriate IW software should be installed on the local computer network or each standalone computer.

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Schoolzone.co.uk IWB guide

Issues in using an IWB Safety note It’s important to be aware of the health and safety implications of using projection equipment, such as interactive whiteboards, in the classroom, particularly if children may be standing in front of the beam to present to the rest of the class. IWs are a highly intuitive type of technology There are two basic functions of an IWB: • "writing" on the board (the IW detects your touch and renders this as freeform writing – N.B. all common IWs have character-recognition and can convert scrawls into textboxes) – and • as a "mouse" – paging through a presentation, following links, double-clicking to open an application, etc. Some IWBs (SmartBoard) can be touched with your finger, elbow, etc., while some (Promethean) use a stylus. There are a great deal more features available on an IW than just clicking and writing. Specific benefits of the IWB technology include the drag-and-drop facility for all digital content displayed and the unlimited amount of pages (which is easily accessed in PowerPoint, but not on a blackboard or flipchart or several textbooks). Each IWB has both character-recognition and an onscreen keyboard. A user can easily revert to the computer keyboard when they need to do a lot of typing. Most of the IWBs used are "front-lit" which has the drawback that your shadow will be thrown across the screen. This front-lit nature can be a hindrance to specific tasks. IWBs in the school? IWBs can have a profound effect on teaching and learning within a dynamic teaching environment. They enable ready access by ANY person irrespective of their individual learning needs (Sld/ pmld and mld). They can be easily linked to augmentative communication aids (e.g. soundbeam, Writing with symbols ) as well as a diverse array of conventional peripheral hardware. Resource Creation The instructions for many software packages do not tell the whole story. Teachers need to know how to use the software and hardware in ways in which it was not necessarily intended. This is the real challenge and indeed fun of working with interactive content in a whole class situation. Exploring the concept of symmetry Rather than completing symmetry tasks for pictures from a book, pupils identified symmetrical objects in the room and a digital photo was taken of the object. The photo was displayed on the I W B and a white square was placed over half of the object, along the line of symmetry, covering half the image. The pupils estimated and drew the outline of the covered half of the object, drawing on top of the white square. The white square was moved away and the pupils were able to assess the accuracy of their estimation of symmetry. The most engaging symmetrical object was students’ faces. Scanning of written work to facilitate group drafting / correction After the completion of a writing activity a student is chosen to have their work scanned and displayed on the IWB. The class c a n then discuss the work, using the pens to annotate changes that they might make and correcting mistakes. All pupils are motivated to complete high quality work and the proof reading skills of the entire class can increase markedly. Cloze using class books

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Schoolzone.co.uk IWB guide

Instead of using a cloze exercise from a pre-prepared set of exercises, a page from a current book that the class is reading is scanned and displayed on the IWB. By using a thick pen width and changing the pen colour to white the teacher can draw over selected words, hiding them. The result is an instant cloze exercise, set in the context of the pupil’s learning. Upon correcting the exercise all that is required is to move the ‘white pen’ away from the covered word. Cloze using daily news papers Pupils who do not normally engage in books could be motivated to read and complete a cloze exercise by creating a cloze exercise using short newspaper articles downloaded from the Internet. Brainstorming / Mind mapping software Brainstorming and Mind Mapping software such as SMART Ideas or Inspiration6 are very effective in facilitating and recording group discussions relating to complex themes and topics. These types of software packages often allow lines to be drawn between issues or facts displaying connections in a visual manner. The addition of sound and various images enables a highly interactive summary of individual and whole class ideas. It becomes a powerful revision and extension tool when accessed individually or by the whole class. Most programs of this type allow this visual mind map to be converted into a series of grouped dot points that could be used by a class as an outline of an essay plan, or as a review of what ideas/knowledge they already hold and what they want to find out. Weather During a lesson on interpreting weather maps, the teacher can simultaneously access a number of real time satellite and radar images from meteorology web sites. Using the interactive whiteboard they could discuss and annotate the images. Based on their learning of weather formations the class can make predictions as to the current weather conditions at various major cities around the world. The class can then check their predictions by accessing real-time images from those cities via web cams from each city. The Internet for comparisons of two sides of an issue When a class discusses a controversial issue, the Internet can be used to source information and arguments relating to both sides of the issue. The class could then compare and contrast the points of view put forward by both sides, perhaps summarising the arguments in using mind mapping software as outlined above. Many aspects of citizenship and PSHE can be accommodated effectively with access to specific web sites. Views discussed can be recorded either by digital camera, text or recorded speech and reviewed on the IWB. Feelings In discussing, with the concept of feelings and teaching pupils appropriate ways to respond to however they are feeling at any given time, a class can brainstorm onto the interactive whiteboard different feelings that they might have at school. Each pupil can then act out one type of feeling. A digital camera can be used to capture an image of each child while acting a feeling. These can then be pasted onto a feelings page on the IWB for further reference throughout lessons. Class role Digital photos c a n b e taken of all pupils and then placed into a PowerPoint slideshow or other suitable program. Pupils can then sign in and are welcomed into the class in a way where they see the photo displayed and as such c a n feel a sense of immediate engagement with the lesson. A ‘Pupil of the day/ lesson’ can also be posted. Modelling appropriate behaviour Within some classes it is common for teachers to take digital photos/ video of the class or individual when they are modelling appropriate behaviour. These photos can then be displayed on the interactive whiteboard when that behaviour is desired. This can be used in circle time and science practical sessions to highlight safe practice in the science lab.

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Schoolzone.co.uk IWB guide

Teaching handwriting IWBs have a record function that allows a short period of interaction with the board to be recorded and replayed. This feature can be used when teaching or reinforcing handwriting skills. The teacher can use a handwriting software suite or merely write the letter or letters being learnt onto the board and record this process. The recording can be replayed on a continuous loop, allowing pupils working within the class to view constant reinforcement of the correct process. Editing poor reading Using appropriate software or viewing a word/ textease document that the pupil has prepared or chosen from the Internet, pupils with poor reading skills can make recordings of themselves reading extracts from a story. This allows the pupils to edit out any pauses or errors. The edited sound file can be combined with either scanner pictures from the book, or student drawn illustrations to create a digital talking storybook (e.g. in PowerPoint), which can be presented to the class via the interactive whiteboard. Textease has a function which allows text to be read and this can be used as a whole class or individual scaffold for pupils gaining confidence in sharing reading with the whole class. Traditionally, editing of pupils’ written work can be done by either the teacher collecting the books and marking them, of the teacher marking them one on one with the students. These are still valuable methods of editing, but with the IWB and a scanner, pupils can volunteer their work to be edited by the class. The rest of the class scans the work and tries to find mistakes in spelling or grammar or to highlight success. This activity empowers the development of pupils’ ability to critically analyse, edit and fine-tune a piece of writing. All pupils are thus able to discuss the issues and corrections and from that the whole class gets the benefit of the editing process and sharing a successful outcome. Virtual tours Many tourist attractions have created virtual tour of the attraction placed on the Internet. These tours can be used to orientate and focus the class prior to an excursion to the site. Equally it is often not possible to visit the physical location or attraction, a virtual tour is a good substitute Communicating daily routines Teachers are able to outline the structure and sequence of the lesson on a Notebook page. The software allows the easy incorporation of text and graphic. The ability to quickly move between pages within notebook allows the teacher to easily refer back to the lesson structure when needed. It is an intuitive way for all involved in the lesson experience to check that learning intentions and learning outcomes have been successfully achieved. Sentence structure A seemingly random set of words and grammatical notations can be placed on a page. Pupils can be asked to create statements by dragging the words into a correct order. Pupils can then be asked to rearrange the statement, changing it into a question. Sentence structure Retrieving saved work and previous lessons allow teachers to point out links between different areas of the curriculum. Pupils can then discuss previous pieces of work that they have completed and make their own links within the curriculum topic and highlight any cross curricular links.

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Schoolzone.co.uk IWB guide

Forensic science The IWB allows pupils to take on the role of the detective. You can place a scanned print into notebook giving each print its own page. Place the lifted print into its own notebook page and use the function to make it about 50% transparent. This allows you to overlay the print onto the already stored prints. The pupils can then go through the available prints until they are able to identify the print of the guilty person. There are also a variety of CD ROM and Internet maths games (primary maths, count on – mathsyear2000, that are very engaging and beneficial when teaching numeracy concepts. It is also possible to link a microscope/ video camera to observe animal’s real time behaviours with a webcam link to other animals (e.g. africam ). The use of digital recording of experiments enable playback and annotation/editing as part of the review process. IWB uses in drama/ media in science (or any curriculum area) provide a useful analytical tool for gaining a wider understanding of science in the 21st century. Summary Digital convergence in a classroom context is the ability to capture and present information in a usable form from a variety of ICT devices and digital information sources. Interactive whiteboards allow teachers to teach multi-sensory lessons, seamlessly jumping from one type of digital media to another. Teachers can easily introduce text, sound, video, graphics and interactivity based on the tactile nature of the board. These combined with other skills tha t the te a che r ho ld s provides a teaching and learning environment where providing for different learning styles, and teaching a variety of literacy skills is the norm. The nature of the interactivity and the images that can be used to reinforce learning is vital in teaching all pupils. To participate in the learning process empowers pupils to engage in a way that would not normally be possible in a classroom situation, adding to the richness to the learning experience. By passing around an infra-red graphics tablet, keyboard or mouse each pupil including those in wheelchairs can participate with ease and can make their unique contribution to the lesson. The possibilities are endless, although it must be noted that as any other teaching method, the excitement of using the technology can wane if over used and a range of approaches is essential to maintain interest and enthusiasm. An IWB allows the information used within a lesson to come from a variety of different types of media. Digital cameras can provide still images and video that are set in the context of the children; microphones can capture voice and the sounds of the local environment; CD and DVD facilities can bring a wide range of music and video experiences that can be readily included into lessons. Scanners can convert the work of pupils (writing, charts, concept cartoons, drawings and diagrams) into a digital form. They can also digitise books and other paper based resources relevant to the class. The Internet can provide text, sound, graphics and video, as well as interactive software. Interactive educational software is a great source of digital content to enrich a lesson. With this wide array of digital sources to call upon teaching and learning naturally transpires in a multi-media, multi-sensory environment.

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Schoolzone.co.uk IWB guide

Educational Benefits of IWBs for Teaching and Learning What the Research Says about Interactive Whiteboards, BECTA, 2003 - This paper begins with a brief description of the components of an IWB, along with its educational uses and benefits. It describes itself as a 'snapshot of the current research literature' and includes comprehensive references to further reading. Interactive Whiteboards and Learning: A Review of Classroom Case Studies and Research Literature, 2004 - This document is produced by SMART Technologies, the company who make SMARTboards. It is a summary of the identified benefits of IWBs in classrooms; including student engagement, providing for varying learning styles and catering for students with special needs. It has an excellent reference list with links to further information on IWB use. Interactive Whiteboards and Teaching, October 2004 - This web page is produced by a company promoting the use of IWBs in schools. It highlights the role the teacher plays in using the IWB, from 'just' a whiteboard to a digital convergence facility; and outlines the implications this has on student learning. This site emphasises the need for ongoing teacher support in developing ICT and IWB skills, and includes links to further reading. Interactive Whiteboards and the Journey to 'e-teaching', Peter Kent, 2004 - This short article describes the whole school strategy undertaken by Richardson Primary in the implementation of IWBs in classrooms. Kent describes the benefits to teachers and students of 'e-teaching', including student motivation, engagement and educational achievement. The Educational Effects and Implications of the Interactive Whiteboard Strategy of Richardson Primary School: A Brief Review, 2003 - This document reviews an Australian research project investigating IWB use in schools, emphasising the ability of IWBs to immerse students in ICT use. The article includes anecdotal interviews with teachers, parents and students, highlighting their perceptions of the benefits of IWB technology for student learning. Teachers Tell their Story: Interactive Whiteboards at Richardson Primary School, June 2004 This article focuses on the impact IWBs have had on teachers and teaching at one school. Findings include: * IWBs enthuse teachers and inspire them to teach 'smarter' * IWBs are an effective tool to enhance student learning * Teachers become more creative and include more lateral thinking in lesson design * Students can gain immediate feedback on their work * Teachers can effectively model research skills. The report emphasises the need for ongoing research into the impact of IWB use on student learning. The Digital Whiteboard: A Tool in Early Literacy Instruction - This is a summary of one teacher's journey through introducing and using an IWB with her class for the purpose of teaching early literacy skills. It includes descriptions of processes used and skills gained by students through the use of a SMARTboard. Further Reading and Lesson Samples Getting the Most from your Interactive Whiteboard: A Guide for Primary Schools, 2004 - This comprehensive article provides practical advice about IWBs; including their effective use in classrooms and research evidence of their benefits. The key feature of this technology is identified as being its ability to be used for whole-class teaching, including modelling, demonstration, probing and questioning; and involving students in visual, aural and kinaesthetic modes of learning. It includes sample lessons across a range of key learning areas. National Whiteboard Network - Review and Implement, 2004 - This British web site contains information on the use of IWBs in teaching, including FAQs and a Help site on SMART Notebook files for use with a SMARTboard. It includes links to documents on the ICT learning environment, and learning and teaching using ICT.

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Schoolzone.co.uk IWB guide

Finding and Using Digital Resources with an Interactive Whiteboard - This easy to read web page provides teachers with ways to effectively use digital, interactive web sites in their IWB lesson preparation. It outlines what to look for when searching the Internet, and contains links to copyright laws and guidelines for creating effective resources. Becta's ICT Advice section is excellent. http://www.ictadvice.org.uk/index.php?section=te&catcode=as-pres_02 The University of Hull maintains an excellent resource at http://www.thereviewproject.org The Oxfordshire LEA has an extensive collection of teaching materials, particularly for primary schools at http://www.ict.oxon-lea.gov.uk/whiteboards.html The Topmarks site at http://www.topmarks.co.uk/Interactive.aspx is particularly relevant for primary school teachers. SMART Technologies has its own EdCompass site for teachers. See http://www.edcompass.smarttech.com/ Promethean, the developers of ACTIVboard have resources on their site at http://www.promethean.co.uk/downloads/activities.htm NCTE (National Centre for Technology in Education) - Interactive ... ... Optimal use of an interactive whiteboard involves both the teacher and students using it in a classroom situation. It can, for example, be used to: ... www.ncte.ie/ICTAdviceSupport/ AdviceSheets/InteractiveWhiteboards/ - 40k - 2 Mar 2005 Cached - Similar pages How to Use interactive whiteboards in the classroom... Pupils can benefit from the full range of educational software without having to wait for a turn on the computer when a teacher uses an interactive whiteboard. ... www.curriculumonline.gov.uk/ Howto/howtouseinteractivewhiteboards.htm - 48k -

Recommended websites For Secondary Science, teachers have recommended the following websites for use on whiteboards: How Stuff Works: There are some excellent resources here, especially some of the animations. However, there is a lot of text which may not display well on a board. This site would be useful for taking 'snapshots / screenshots' into the board software. Froguts: Online virtual dissections. Step by step dissections with good visibility of internal organs. The Virtual Body: Animated guided tours of the Heart, the Brain, the Skeleton and the Digestive System. Speakers required as there is a spoken voiceover. Dispersal of Dandelion seeds: Video clip in slow motion Blinking eye: Slow motion video clip Electric Circuits: Useful revision of work which pupils will have covered at a basic level in primary schools; lively on-screen display and sensible questions. Great Barr School PowerPoints: Lots of ready-made PowerPoint presentations for Chemistry & Physics. Looks like Biology is on the way too. There is a pull-down menu with other Science resources too. Avoid 'death by PowerPoint' by getting the pupils to ask and answer lots of questions as you go along!

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Schoolzone.co.uk IWB guide

skool.co.uk: A collection of resources in Macromedia Flash which covers many Science topics. Good diagrams, opportunities to pause and annotate over presentations and some 'test' questions. Resize your screen to 800x600 if necessary to avoid other windows being seen around the edge of the resource. KS3: Biology / Chemistry / Physics KS4: Biology / Chemistry / Physics From the FERL showcase: Demonstrating Transformation (FPP6) This self-paced learning module guides you through the key issues in how e-learning can be effectively managed for success at inspection. "How Tos" From this Technology resource bank, use the "TYPE" drop down box to select from hundreds of step-by-step guides contributed by teachers, trainers and support staff. Browse through the catalogue or type into the box below "TYPE" to search for particular topics Advice on VLEs An ideal introduction to Virtual Learning Environments, this area brings together advice, models and examples from across the post-16 sector, for choosing, managing and teaching with learning platforms Resource Creation A popular area on Ferl, this showcases the opportunities offered by commonly-used software to enrich and customise learning resources. With basic ILT skills and some inspiration, you can create engaging content Teaching Resource Bank This resource bank is packed with resources created by teaching staff. Use the "TYPE" drop down box to choose teaching resources that you can download and edit yourself. Browse into the catalogue to find your subject, or try typing your topic and clicking "GO". Recommended Software For Secondary Science, teachers have recommended to us the following software for use on whiteboards: Multimedia Science School: High quality diagrams, animations and video clips. (Ph / Chem / Bio) The Chemistry Set: (New Media Productions) This is a multimedia database of elements, with many photos and video clips. Pupils jumped in surprise as they were shown a video clip of the reaction between sodium and water - one which would be impossible to replicate in front of a class! [Read a review] Counting Thoughts software: Higher level Physics, designed for the interactive whiteboard. Recommended by unknown source.

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