Concept 2

ICT in the Early Years – Interactive Whiteboards

As schools move progressively into digital learning environments, Interactive Whiteboards (IWBs) are widely being adopted within classrooms.  The phenomenal range of uses IWBs have in an educational environment means the implementation of the technology provides many learning experiences no other technology can. 

Rachel and Aleisha presented a range of workshops on the Early Years and in particular the many uses of Interactive Whiteboards in these classrooms.  Throughout my placement I used IWB’s for a range of learning experiences, although these did not extend to the outcomes we were shown during these presentations.  I now delved deeper into the application of IWB’s in the early years and how they enhance learning.  My prior understanding and use of IWB’s in these classrooms were: projection of videos and minimal interactive programs such as ‘Letterland’.  Through presentations and wide research, I now have a clear understanding of the correct way to use IWB’s in the classroom.  Interactive whiteboards are used as an instructional tool for student engagement. Providing students with engaging learning through delivering of instruction in three ways, visually, auditory and tactile as well as a digitally enhanced environment. (Beeland, 2002)  This may include using software such as powerpoint, imovie, audacity for a presentation of text, video and images which develops vocabulary, pronunciation as well as engaging visual and auditory learners.  Learning objects created personally, or gathered from the learning place or other resource collating sites can be used to engage, reflect prior knowledge, develop understanding and implement and apply gained knowledge to the same or varied situations.  These tactile learning experiences enhance the learning of kinesthetic learners, as they are able to directly interact with their learning.  Although these technologies have been found to enhance learning (Beeland, 2002), it is vital that they are evaluated and used for the correct reasons.  Evaluating the context, input, process (design, development and implementation) and product (what is the outcome). (Williams, 2000) Beauchamp documented that when teachers use IWB’s in the classroom they spent more time providing information than asking questions and engaging students in discussion. () These findings conclude that any equal medium needs to be found between the technology and effective pedagogy practices.  The use of IWBs in the classroom and traditional books and whiteboards need to be equalised, as evidence suggests some students have trouble concentrating on learning with the use of IWB’s and are more capable learners when engaging individually or as a class using traditional resources such as books.  (Beeland, 2002)

References

Beeland, W. (2002), Student engagement, visual learning and technology: can interactive whiteboards help?, Annual conference of Association of Information Technology for Teaching Education, Trinity College, Dublin.

Williams, D. D. (2000). Evaluation of learning objects and instruction using learning objects. In D. A. Wiley (Ed.), The instructional use of learning objects. Retrieved April 20, from http://reusability.org/read/chapters/williams.doc