Do IWBs Change Instruction?

There seems to be a lot of controversy lately over the impact that Interactive Whiteboards have on instruction. Some say that they increase student engagement and achievement and help to create a 21st-century classroom. Others argue that they are simply a modern tool for an outdated method of learning and that they only promote teacher-directed lecture & instruction.



I left the classroom in 2004, several years before IWBs were common tools in school buildings, so I never experienced actually integrating one into my instruction. I wanted to find out for myself: Do Interactive Whiteboards change instruction? When Bud the Teacher Tweeted about his district's upcoming Flipchartapalooza,  I knew this would be an ideal opportunity to see how teachers integrate both the hardware and the software into their instruction. Bud and his fellow teachers in St. Vrain were gracious enough to let me come and observe and ask questions. (And I thank all of you!)



What I saw were teachers learning simple, but vital, programming and scripting language as they created interactive activities for students. I saw teachers realizing that the ultimate goal was having students use these tools. One teacher even stated, "My goal this year is to have students at the board more. [My first year using it], I was the one at the board." I saw professionals collaborating, teaching, and learning together. If technology and learning are going to morph the way I think they are (fingers crossed), teachers are going to have a plethora of tools that they can use to script & program to create individual games & learning modules for students. Having a basic understanding of this level of tech know-how now will be paramount if this comes to fruition.



What I hope to see in the future are students using interactive white tables (of which I've seen prototypes), manipulating and building interactive learning modules to increase their own understanding and to demonstrate learning. Where we are now with IWBs is simply a stepping stone to a more differentiated, authentic, interactive classroom.



In other words, it isn't really about having a big interactive board up in front of the classroom to do your usual thing. It is about creating activities for students to increase their knowledge and understanding.

And, yes, having something that looks like it was invented sometime after the 1970s can't hurt the engagement factor, either. ;-)

Comments

[Jeff]

I have a Promethean board in my classroom this year. I was very excited about it, however I really dislike the software (ActivInspire) that it using. It is not as user friendly as Powerpoint. I tend to use go back to Powerpoint when making lessons because it takes me half an hour less time to make it and a lot less struggles. I do have to add that occasionally I will put up with the software and the extra effort because there are somethings that cannot be done on Powerpoint.

[Elizabeth Hubbell]

Kathy,

I so much appreciate your taking the time to give us yet another teacher's perspective on how this tool has impacted your teaching. I agree with you: you have to see how the tool is used in the classroom to really get an understanding. Before my visit, I was skeptical of how an IWB could really impact instruction and learning other than to simply make the classroom seem more modern.

Thanks for your reply,
Elizabeth

[Kathy Benson]

Your question has been raised a lot in my district as well. I received a Promethean ActivBoard this school year and now I can't imagine teaching without it. I find myself trying to justify the technology to others in the district (generally those who are without IWBs themselves). These folks seem to see them as either an expensive substitute for a wireless mouse or just another way to keep teachers locked into teacher-led whole-class instruction.

I agree with you that the best way to get insight into this question is to see an IWB used by an effective teacher with real students.

I must admit that before I had an IWB I too was concerned that IWBS might lead to too much teacher-led whole-class instruction. We have only had our boards since October of 2008. In the beginning, they were an extension of the teacher's toolkit (i.e., another way to do what they would have done with a chalkboard, overhead projector, etc.) Yet in less than one year, the IWB have been increasingly used by students to increase their role during whole-class instruction; but more importantly, this has gradually led to the teachers adding new technology integration approaches to their repertoire. Our teachers are now comfortable with a variety of technology integration strategies (at the board, with the board as a center, with activities in the computer lab, and with laptops on wheels). IWBs provided the bridge to technology integration adoption and more student-centered instructional strategies.

This change did not happen overnight or without effort. It requires patience, respect for teachers unique abilities, plenty of professional development, responsive technical support, and administrative vision. Could we have made these advances without IWBs? Who knows, but I’m glad we didn’t have to!

Kathy Benson
http://techintcoach.blogspot.com