Here are some practical and technical issues you need to consider when planning to acquire both your IWB package and the materials for its installation.

Decide Upon the Desired Educational Situation

The first and most important choice you need to make is the kind of teaching and learning situation you are wishing to create now and in the future.

Are you aiming to make the IWB central to the school’s teaching and learning, or are you simply dabbling with but another “add on” piece of technology?

This decision will fundamentally change the acquisitions path you follow.

IWBNet is firmly of the belief that IWBs should be central to the teaching and learning process – they will become the digital hub – and as such the classrooms need to be configured with the central role of the boards to the fore.

If the decision maker believes the boards are simply additions to the existing ICT stock you’ll follow a different purchasing path and in all probability the boards will have little or no impact on teaching and learning.

Permanent Central Placement

As mentioned elsewhere IWBNet strongly advises that you set up your IWB packages permanently. It would also suggest that the boards be placed centrally and the other teaching tools linked accordingly. However by central we don’t mean necessarily the front of the room. Rather they need to be in a situation where they can be readily used by the class. That location will be influenced by the architecture, fittings and the class operating system.

While many of the suppliers promote the portability of their offerings and a first impression might suggest there would be value in the portability, here are just some of the practical reasons for permanent placement.

• The boards need to be central to all teaching and class management, ready to use any minute of the school year – they need to be the hub of activities if ICT is to be an integral part of education.

• The aim should be to make the IWB a normal, everyday tool within the classroom, no different to the existing white or blackboards. It is already apparent that successful ‘IWB’ teachers have their boards on 100% of the teaching time.

• Teachers do not have time to waste on unnecessary logistics. They are very busy and have only limited teaching time. Primary teachers are lucky to get 20 hours a week with their class. They aim to minimise wasted time, such as spending 30 minutes setting up and putting away an IWB package, with all its associated peripherals.

• Convenience of use is the key. If the boards and the associated technology have to be secured from elsewhere in the school and set up and dismantled at each usage, busy teachers will simply not use them.

• If the full potential of IWBs is to be achieved and they are to be used as digital hubs, there are a significant number of attached items and peripherals that have to be connected. One is talking data projectors, computers, network connections, scanners, cameras, VCRs and speakers, all with their own cables and configuration. Constant reconfiguration not only wastes time but also adds significantly to the wear and tear, particularly of the connections.

• All front projection IWBs need to be appropriately calibrated to function. Any movement in the board or indeed the data projector will throw out the calibration. The last thing teachers want is to recalibrate their board every time it is used.

• Constant movements of the IWBs and in particular the data projectors, and their set up by invariably technically lacking teaching staff will markedly amplify wear and tear and the chance of malfunctions. While the IWB technology is robust and the software invariably highly reliable, it is not idiot proof.

If one accepts the concept of permanent positioning a set of associated purchasing needs have to be addressed.

Purchase an ‘IWB Classroom’

Plan on acquiring the total package and spending the monies needed to set up permanent ‘IWB Classrooms’ where the boards are central.

Consider not only the acquisition of the equipment, but also the funding required of the set up of each room. The operation can be staged, but should be planned and budgeted.

• Decide on the location of the IWB and cost the adjustments required. This could entail such things as the movement of the present white or blackboards, the repositioning of power points or network connections, changes in the lighting set up and the installation of glare reducing blinds.

• Think of the IWB from the outset as a digital hub that will in time need to be linked to a range of digital tools. What is the most convenient and secure location for the back up computer and the peripherals? Is any storage facility required?

• Go with a large, at least 70” board from the outset if the budget allows. It is appreciated that with the very young students and small special groups, smaller IWBs will work well but in general terms within twelve months the chances are you will want the large board, particularly when moving into split screen work.

• Ensure each board is connected, at an appropriate speed, to the school network and in turn to the Internet.

• Provide ready television access. While easily forgotten ensure each board is linked to free-to-air, cable and/or satellite television. Your network cabling will not normally provide this connectivity.

• Redeploy the existing whiteboards. They will invariably be needed and used. Usually they can be relocated beside the IWB, even if it means splitting and re-bordering the whiteboard.

• Acquire what is needed to best mount and operate the data projector from the ceiling, out of ‘harm’s way’ but accessible enough for maintenance. Permanent ceiling mounting is essential.

• Good school maintenance staff can handle much of the re-configuration but get the professionals in to do the cabling and any changes to the power.

• With the early childhood classes a couple of robust, well-carpeted steps will probably be needed. This is an ideal job for school maintenance staff.

Data Projectors

The choices here are considerable with the prices seemingly dropping daily.

You will need:

• A quality, robust data projector that can be left on for most of the teaching day and indeed the teaching year. Check with your colleagues re which projectors meet this requirement.

• At least two years warranty on the projector and 2000 hours – or approximately a school year - on the bulb.

• To acquire with each of the projectors the appropriate security. These are very desirable items. Consider such measures as ultraviolet pens and data tagging, as well as physical measures like Kensington locks, cages or acquiring projectors with in-built security.

Specifications wise you should be looking at:

• Around 1200 - 1500 lumen. Once you go over 1500 lumen occupational health and safety becomes an issue. Some authorities, like BECTA, require masking above 1500 lumen. You do not need to get on the brightest is best bandwagon.

• Resolution up to and including XGA, but able to display S VGA.

• A minimum contrast of 400:1.

• A unit that can handle PCs and Macs.

• Stereo sound.

• Both 4:3 and 16:9 ratios.

• A unit designed for mounting on a ceiling, with appropriate lower side cooling.

In view of the ever-reducing prices we would suggest buying the projectors rather than leasing or renting.

The Associated Technology

In addition to the IWB, the data projector and the outlay required to set up the room, you should have the associated items. Some you may have while others can be acquired at a discount house.

It could be advantageous to have the speaker cables installed at the same time as the other cabling is done.

Back Up Computer

A current ‘mainstream’ Mac or PC, desktop or laptop, with a DVD burn facility and an appropriate suite of digital creation tools is all that is required to operate the boards. There are advantages in having a laptop particularly if other teachers use the room. However in the traditional primary setting where the one teacher uses the room, if the teachers have ready Internet access from home to pre load work, the desktop should suffice.

Portable Keyboard

Each set up should have its own portable keyboard, with in-built mouse, that can be used by both the kids and the teacher.

Be warned you might have a challenge of finding one that will function at a reasonable distance from the parent computer.

Scanner

A scanner is essential. It needs however to be only an inexpensive one. The lower costs ones with their lower resolution and simpler processing, are ideal.

Digital Cameras

The same is true of digital cameras. A 2 MB camera with 3 x optical zoom is fine for the lower resolution IWB display.

VCR

The very low cost of VCRs, even the six head, Stereo, the ease of recording and the significant pool of video resources in most schools, still makes the VCR an excellent tool for each class.

Combo VCR/DVD

Another inexpensive alternative is to use the combo DVD/VCRs.

Speakers

As one becomes more proficient in the use of the IWBs and uses them as large screen digital convergence facilities, one will come to recognise the importance of reasonable, surround sound speakers. A middle range home system standard is fine.

Printers

At this stage we are encountering different thoughts about their need. If you have them link them up but it might be worth biding your time before deciding what path to follow and indeed whether to use class or network printers.

Warranties

Check what is on offer. Three years on the board should be sought. The data projectors could be slightly less and the bulbs for them even less. Check the fine print carefully.

Select a Provider You Trust – for the Long Haul

It is appreciated that this point has been made before but it bears reiterating. Work on the assumption that the school will be using the boards and the associated support technology for many years to come.

The ‘good’ initial deal could bite the school in a couple of years when it receives less than satisfactory on-going support and advice.

Buy for the long haul with a supplier who will provide the exceptional service and technical support.

Training and Support

The following observations might be a little contentious with some education authorities.

IWBNet is moreover conscious that it does provide teacher training.

Our belief is that the initial ‘how to drive’ the technology can be provided by the suppliers but after that the teacher training should be provided by educators.

It is one thing to explain how to use basic functions and quite another to bring about the desired pedagogical change.

Unfortunately we have already seen some appalling ‘teacher training’ by well meaning sales people.

In the initial package acquire the basic training and then look to educators to provide the higher-level teacher development.