Post 3: Chapter on IWB

I have now read about interactive white boards and how effective they are in classrooms. Based on the chapter, success and academic achievement is dependent on how they are implemented, meaning how teachers use IWB features with cohesive instructional strategies. Additionally, an important aspect of using the boards in a productive and most beneficiary way is to implement them in a way the activates student learning.


Before I jump into the research and my critique of the chapter's information, let me share some of the potential benefits of IWB's:

• Provide a basis for active learning
• Make classroom management a little easier
• Lesson organization and flow is more manageable
• Flexibility in handling lesson materials 

 Although these benefits seem like a no-brainers in terms of having a positive impact on student achievement, research provides otherwise. Studies have shown that there are generally gains in literacy, math and science for average and above average students, but not much for lower achieving students. Links to achievement in these instances can be attributed to student response systems, graphics and videos, and reinforcement properties.

  

 These are just a few examples of student response systems.

Challenges in achievement and the effectiveness of IWB's is heavily reliant on teacher training and proficiency with the boards, the programs, and the most positive, interactive ways of using them. Some teachers with limited exposure to technology or training often use IWB's to replace white boards and projectors; therefore, missing out on their overall potential for enhancing their previous instructional methods. In addition, disruptions and complications associated with the boards during lessons frequently upsets and discourages teachers, which ultimately resonates with students and their motivation or anxiety about learning the material.

I really liked the idea that student response systems offer an alternative forum for reluctant students to become vocal and engaged in the lessons or activities, especially when considering the diverse kinds of learners and cultural backgrounds present in classrooms. However, I was disappointed to read about what research is providing about teacher enthusiasm and implementation. I feel like, as teachers, we have a responsibility to not only educate ourselves but also utilize extensions to learning available to us. IWB's are increasingly more prevalent in classrooms and to use them only as whiteboards and projections is not really acceptable, especially with the all the information and tools available that make other uses user friendly. I also think that a huge component of our training to become educators is to be flexible. If we have alternatives and other courses of actions prepared, then technological complications should not completely displace the overall classroom atmosphere. I feel like, based on what the chapter provided, the little gain in achievement of all students is a result of teacher apathy, lack of preparation, and reluctance to incorporate response systems that could make lessons more universally designed.