Attitude and Professionalism

Fundamental to the wise use of the technology is the attitude and associated professionalism of the teachers and the school leadership. Underpinning all teaching there needs to be the willingness to use the IWBs as a digital hub for all manner of teaching, classroom management, class administration and communication – and the desire to constantly enhance the quality of the teaching, student learning and the teacher’s efficiency and effectiveness.

What is apparent in the path finding situations is that the teachers have been treated as professionals, have been encouraged to set their expectations high and have been given the requisite support by the leadership.

As you move into uncharted waters let the professionalism of the teachers – and the guidance provided by the pathfinders – guide the way.

Whole of Class Focus

In marked contrast to the personal computer IWBs encourage teachers to use the whole of class focus as the norm and to use the ‘digital hub’ to facilitate small group and individual work when the situation requires.

Multi-faceted Modes

Comment has been made in the Digital Hub section of the site of the multi-faceted nature of interactive whiteboards and their ability to be used as everyday whiteboards or large screen digital convergence facilities. As mentioned the differentiator is the skilful teacher.

Validity of Low and High Tech

That however wasn’t stressed is that it can be equally valid to use the IWBs in a low or high tech mode. The key is the desired learning or class management situation. The mere scanning of a page from a quality text- book that in turn promotes strong class interaction can be as effective as a high tech approach. The other reality is that teachers have only limited time to prepare lessons and/or to secure instructional support during their teaching. There is little value in going super high tech if it doesn’t enhance learning.

The key is to use the IWB mode that best suits the teaching or class management situation.

Power of the High Tech

owever in making this observation it is also important to stress that the most engaging and exciting teaching is invariably associated with the use of the IWBs in their higher tech modes, particularly when that mode is associated with a high level of class or group interaction.

Evolving Pedagogy

In the path finding schools one can already see the teachers’ pedagogy changing and growing – often quite rapidly – as they become confident in the use of the IWB technology. It would appear it takes about a year to become truly comfortable with the technology and for the teachers to recognise the various way they can use the boards and peripherals to markedly enhance the quality of their teaching. It would also appear that the teachers’ pedagogy moves through a series of phases associated with growth in technical competence, the opening of the mind to the possibilities and the constant desire to do even better. We recently spoke to an experienced teacher who cried when told she had to use an IWB. Thirteen months on the teacher was bemoaning the small size of her particular IWB in that it inhibited her use of the split screen facility.

Our plan is to use this site to help identify the general phases of that transition in pedagogy and the features of the teaching within each.

Graduated Take Up

A very important feature of IWBs – linked to their multi-faceted operational modes - is the facility they provide for all manner of teachers, the early, middle and late adopters, the beginning and the experienced, to employ a graduated take up in the in the use of the boards and most importantly in the teaching approach they adopt.

Teachers are able to grow their teaching and change their approach when they feel comfortable and competent. They can always use the board as a conventional whiteboard. They can gradually make use of the various parts of the software package, or indeed the associated digital inputs. When they are ready – and they have faith in the technology -they can make the next step.

The contrast with the whole of class use of personal computers is pronounced, where invariably they had to change their whole approach to teaching overnight.

In many respects many well-intentioned school leaders – including ourselves – have done teachers a gross disservice by obliging them to universally embrace the use of personal computers.