1. http://en.wikipedia.org/wiki/Interactive_white
board
http://www.pearsonlongman.com/IWBsolut
ions/images/demo.jpg

2. Rationale
The Interactive Whiteboard takes the everyday
classroom teaching aide ‘the whiteboard’ and
brings it into the world of ICT. The progress
from the blackboard and chalk to where we are
now with the Interactive White board has the
potential to question ‘Is this a step in the right
direction in education’. It has the capacity to
take away some of the role of the teacher or the
ability to excite children through learning.
http://www.interactiveteaching.com.au/image
s/eno1.jpg

3. My Position
I am for the ‘Interactive White Board’ in the
classroom. The reasons for this I will extend
upon as we continue into this presentation. I
will use the information gained through my on-
line survey and research information to
conclude an overall understanding of the
Interactive White Board in the audience of you
the pre service teacher and informed
professionals.

4. U Tube Clip

5. Source : Survey Monkey
What You Said!!
What you believe the
White Board is used for….
• Support Learning
• Viewing video’s, presentations
and activities
• Promote group learning
• Used across all KLA’s
Your rating of the White Board
http://www.innovationmanagement.se/wp-
content/uploads/2010/10/Use-cocreation-to-drive-public-sector-
innovation.jpg

6. • Student direction
• Social Support
• Academic engagement
• Inclusivity
• Connectedness to the world
What other pedagogies
can be brought to the
classroom through the use
of the Interactive White
Board?
http://www.etutors-
portal.net/homepage_components/resources/Pedagogyteacher.gif

7. Context for Learning
• As a learning Tool – To introduce/reinforce
new skills, techniques or information.
• As formative assessment – Keep a check of
student progression and knowledge retention.
• During the morning for morning routines and
student settle-ins after lunch breaks to wind
back down.
• Source of information – U Tube clips and
internet searches.
http://www.grad.ucl.ac.uk/comp/2005-
2006/research/gallery/entries/056.jpg

8. Classroom & Student Organisation
How I would engage the students
• Interoperability – Communicating with other
classes in Australia or around the world. Through
e-Pals students can work with others in different
locations.
• Students to research information on the internet
via the white board. Gain different perspectives
eliminating teacher bias.
• Creating – Sites such as SCRATCH allow students
to create their own learning games.

9. Learning/Teaching Styles and Skills
Modelling (Against Plagiarism)
Experimenting Tinkering
Adaptable
Inclusivity Curating (Guiding)
Filtering (sources) Interacting
Aggregating (Collating
Innovative sources – ie- through I
Guided Discovery Google)
Self Teaching Creating

10. Science
Heath and
Physical
edu
English
The arts Maths
History

11. Assistive Technology
Definition:
What do you think of Equipment used to assist in the
when you hear the classroom to ‘maintain or
words ‘Assistive improve the functional
Technology?’ capacities of children with
disabilities’ (Turbull 2002, p
418)
• Screen-magnification software increases the size of text and graphics on a screen for
users with low vision.
• Hearing-related technology, such as FM systems, assist people with hearing
impairment.
• Talking calculators that speak aloud as keys are pressed.
• Music-transcription software such as Toccata, which transcribes music into Braille
Source: CATS – Creating Accessible Teaching and Support.

12. Legal & Ethical Considerations
• Plagiarism – Taking credit for other peoples work
online through copy and paste or through
unauthorised access or burning of video clips or
other online media sources.
• Sharing – Photo’s of students or student work
online without prior consent from students or
their parents.
• Students misuse of whiteboard – lack of
supervision of connected computer can lead to
online misuse from students towards others or
themselves.

13. Where we have come from…
Can you tell me what comes next??
Finger 2006

15. My Reflection using – The TPACK
Framework
Using the TPACK Framework as a guide to reflection in relation to the
Interactive White Board’s (IWB) effectiveness in the classroom. To be a
positive inclusion in the classroom the following is needed…..
• Tk - The teacher’s ability to work and guide the children through the IWB
safely and effectively.
• Pk – Using methods, values and aims to get the best outcome from your
students. Understanding the learning styles that exist in your room and
developing a program to cater to these needs.
• Pc- Understanding what you are teaching and the way it needs to be
taught to students so they get the best understanding out of the lesson.
Using the IWB when it best suited and not because it is easier. This point
also overlaps into TC sector – with knowing what technology best suits the
lesson.
• TPK – bringing all these together means that your classroom is getting the
best out of technologies implemented to accompany your content and
personal pedagogies.

16. References
• Bell, M. A. (January, 2002). Why use an Interactive Whiteboard? A Baker’s Dozen Reasons! The teachers,net
Gazette. Retrieved November 20, 2011 from http://teachers.net/gazette/JAN02/mabell.html
• Turnbull, R., Turbull, A., Shank, M., Smith, S., & Leal, D. (2002). Exceptional Lives: Special Education in Today’s
Schools (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
• Basilicato, A. N. (2005). Interactive Whiteboards: Assistive Technology for Every Classroom. Today’s
School, March/April 2005.
• Interactive Whiteboard: From Wikipedia, the free encyclopedia. Retrieved November 21, 2011 from
http://en.wikipedia.org/wiki/Interactive_whiteboard
• Seeshareshape.com. (2011). Electroboard Solutions Pty Ltd. Retrieved November 20, 2011 from
http://www.seeshareshape.com.au/default.aspx
• Classroom image. Retrieved December 2, 2011 from http://www.interactiveteaching.com.au/images/eno1.jpg
• Interactive Whiteboard flowchart image. Retreived December 2, from
http://www.pearsonlongman.com/IWBsolutions/images/demo.jpg
• A guide to Productive Pedagogies: Classroom reflection Manual (2002). The State of Queensland (Department of
Education). Curriculum Implementation Unit, Brisbane.
• Assistive Technology – Cats. Creating Assessable Teaching and Support. Retrieved December 10, 2011 from
http://www.adcet.edu.au/Cats/Technology_and_Facilities/Assistive_Technology.chpx
• Finger, Russell, Jamieson-Proctor, Russell (2006). Transforming Learning with ICT. Pearson Education Australia.
• Mishra, P. & Koehler, M. J., (2008). Introducing Technological Pedagogical Content Knowledge. Michigan State
University.
• Koehler, M. & Mishra, P. (2006). Technological pedagogical content knowledge: A framework for teacher
knowledge. Teachers College Record, 108(6), 1017-1054. Retrieved on December 11, 2011 from
http://www.tcrecord.org/Content.asp?ContentID=12516