Why would educators use interactive whiteboards?

The influence of technology has never been greater on our children.  Devices such as Cellular phones, “smart” phones, hand held technology, Wii, PlayStation, and Xbox 360 -- just to name a few -- are a natural part of everyday life for millions of children throughout the world.  As educators, we know that our students love making connections with hands-on learning and that is exactly what this technology facilitates.  Children use their senses to hear, see, touch and manipulate these devices.  Moreover, technology has the power to charm children into using their multiple intelligences while having a ton of fun. 

So how do educators tap into this way of life?  Through the use of integrated instructional technology, and while there are many approaches, this article will focus on the interactive whiteboard.  According to a definition from Wikipedia, “an interactive whiteboard is a large interactive display that connects to a computer and projector. A projector projects the computer’s desktop onto the board’s surface, where users control the computer using a pen, finger or other device. The board is typically mounted to a wall or on a floor stand.”  Imagine walking into a classroom and seeing a 60” glowing screen which is illuminating computer software that is inviting and encouraging participation. 

Interactive Whiteboards afford teachers an opportunity to utilize an instructional format with integrated technology.  For example, a teacher is delivering a vocabulary lesson using the whiteboard.  She has created a lesson in which students come to the whiteboard and manipulate objects to match the words with correct definitions.  There are sounds, multimedia and movement (of both students and software) throughout the lesson.  The engagement factor is tremendous and the children are activating prior technologically based experiences from home and school. 

How to Make a Case for Interactive Whiteboard Technology

One of the best ways to demonstrate the power of technology is to have teachers and students demonstrate a lesson with the products.  Many teachers have a great interest in bringing 21^st century teaching techniques to students.  Once the power of the interactive whiteboard is demonstrated to teachers, they gain an appreciation and curiosity into bringing it in the classroom.  For that reason, a pilot group is a solid approach to creating users of this new technology.  Even one staff member at a building can create a buzz about this technology and the ways it can be used. 

A few challenges do exist when implementing a pilot group for technology.  One, the technology usually has to be purchased up front so there is an automatic investment cost.  Basically, an interactive board can be purchased for under $2000, and usually much less.   Two, with something like a whiteboard, it has to physically fit or work in a classroom.  This can be especially difficult in older buildings.  Third, as crazy as it sounds, there has to be adequate electricity, again, in older buildings, this can be a problem.  Finally, teachers will need some level of initial support as they will be breaking ground with this technology.  Support could mean additional time for lesson development, time with the vendor providing the whiteboard, time with a technology teacher or consultant or interaction with websites such as Atomic Learning or Teacher Tube.

Once the teacher(s) have a few months with the boards in their classrooms, observations and presentations should begin.  One of the best opportunities for sharing is bringing in other classes to experience the board.  The pilot teacher would create a universal lesson that could be shared with multiple grades and classes which would also introduce a larger number of children to the technology.  Again, the buzz would increase and ultimately create a frenzy of talk about the board and its capabilities to engage students. 

Interactive whiteboards can also be easily moved about a building or buildings using an accompanying stand.  Therefore, teachers and students can show others, including colleagues, parents and board members the power of this technology.  In particular, a culminating public school board presentation which would include a “simulated” lesson with the interactive board and students.  This format allows School Board members an opportunity to see how this technology works and engages children.  As a side note, I was able to facilitate this presentation format with a group of native Spanish speaking children and their teacher.  It was very well received and helped to bring the classroom to the Board.    

 

 

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