An interactive whiteboard is a screen that displays data from a computer and is a touch-sensitive which allows children to be engaged in the learning (Turvey, Potter, J. Burton, J. Allen, J. Sharp, 2016). Throughout this session I learnt how the benefits and considerations of an interactive white board (IWB) and how to use interactive whiteboards effectively in my teaching.
The IWB has many benefits to children's learning, for example they can help to engage the senses making learning more dynamic and engaging Barber D, Cooper L and Meeson G, (2007). Furthermore, interactive whiteboards allow for teaching to be more inclusive as the software can be used to support children that have additional needs. For instance, a child who is deaf or hearing impaired can have material to view to support their learning, the teacher can also adapt the colour or the font on materials used to support any children in their class with dyslexia Barber D, Cooper L and Meeson G, (2007). This allows for all children to engage in the teaching better and the department for education (2013) express the importance of all children having equal chances of achievement without barriers in the Primary National Curriculum. However, there are some considerations that need to be taken into account when using IWB’s some of these include the quality and clarity of pictures and other content. The teacher should also consider how the classroom is set up and the space around the board to ensure a clear eye line for children Barber D, Cooper L and Meeson G, (2007). In my placement the IWB can be moved up and down to ensure that children were able to reach the board and have a clear view from where they were sitting, and this was an effective solution for how this classroom was laid out.
In this session we learnt a variety of different techniques that we could use on SMART board to keep learning fun and engaging. Smart is a software that allows you to plan resources to support the lesson and these files are known as ‘notebooks’ Turvey, Potter, J. Burton, J. Allen, J. Sharp, (2016). One technique that we learnt is erase and reveal this is when you write something and then draw over it with the same colour as the background. Children then come up and rub out the pen to reveal the message. This can be used to reveal the answer to a question and see if children were right. A similar technique to this is revealing a picture, this can be achieved by having different squares over a picture and getting children to come up to front and take squares away until they can guess what the picture is. An example of this is shown in figure 1
(Figure 1) Magic pen-
Another technique we learnt is the use of the magic pen tool on smart board. The magic pen allows the teacher to draw the class's attention to something on the board. This can be done by using the magic pen to draw a shape on the board and it then creates a spotlight, this is shown in figure 2.
(Figure 2)
The final tool that we learnt how to do was being able to put words inside or outside of a box. This can be done by sending words or pictures to the front or back and it is demonstrated in figure 3.
(Figure 3)
This technique allows children to sort out different pictures or words based on different criteria. Whilst on my placement I have seen this used in a phonics lesson and children sorted ‘alien’ words and normal words.
To conclude IWBs have many different benefits to learning and can be used in many ways to keep learning fun and engaging. However, they are only effective if used effectively Barber D, Cooper L and Meeson G, (2007). Therefore, it is crucial that the teacher ensures that all children can see and reach the board, and this includes children in a wheelchair or with restricted mobility. In my future teaching I will use these techniques to keep lessons fun and engaging but will also ensure that I have considered the height of the board and placement of the children.
Reference list-
Barber, D., Cooper, L. and Meeson, G. (2008). Learning and teaching with interactive whiteboards : primary and early years. Exeter: Learning Matters.
Department for Education (2013). The national curriculum in England Key stages 1 and 2 framework document. [online] Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf.
Turvey, K., Potter, J., Burton, J., Allan, J. and Sharp, J. (2016). Primary computing et digital technologies : knowledge, understanding and practice. London Learning Matters Thousand Oaks Sage.
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