Developing Interactive Teaching and Learning Using the Iwb

Do your students tune out from the IWB? No matter how 'whizzy' you make the technology, do you have trouble engaging them?Would you like some ideas to support a more interactive approach to using the IWB, so that your students are more motivated and involved in your lessons?Interactive Whiteboards (IWBs) are now found in the majority of UK classrooms and many teachers are highly technically competent with this technology. Yet there is a need to develop expertise that capitalizes on such advanced technological equipment as an effective teaching and learning tool. The aim of this resource is to support a more interactive approach to using the IWB, especially in whole-class teaching. Research into classroom practices shows that more interactive approaches - in particular engaging pupils in dialogue and discussion - promote better learning. This resource offers practical support and examples that help develop teaching practices that are more productive for learning, focused around the use of the IWB.This teacher resource has three key elements:

• The Professional Development Resource takes you through discussion, reflection and practical activities that focus on dialogue and the use of the IWB
• The Reader explores key issues related to use of the IWB in primary and secondary classrooms, and directly supports the Professional Development Resource
• The Resource Bank offers video examples, sample classroom activities, explanatory screenshots, and IWB lesson templates, all available onlineTogether with its website containing the resource bank, this text is an essential toolkit for trainee and qualified teachers, as well as senior leadership teams."I fully recommend this set of extremely useful material containing a strong classroom voice endorsed by authoritative academic researchers. Teachers will be drawn to this material, and will be able to review their own practice, reflect on the centrality of classroom spoken interactions, and investigate how best to use the expensive item of technology on the wall to get the very best from their investment. The blend of resources, ideas and readings coupled with the video clips will provide a wealth of material to do just that.It will prove very useful for teachers with any length of experience, from those who might want to take a fresh look at their classroom practice to those new to the profession. I will certainly draw from this in my CPD training with school staff."
  Sally Elding, Senior Adviser, Primary Elearning Team, The ICT Service, Cambridgeshire"This book ensures that 'interactivity' in the classroom does not just mean the casual interaction of students with software. Instead, the authors show how to combine two very powerful tools - the IWB and talk - to create an effective and inclusive learning environment. Chapters draw on classroom settings to show how use of the IWB can be enhanced by a focus on the quality of the talk that goes on between students, and between teacher and learners. Authors use practical experience to highlight the things that make the difference to the use of the IWB - for example the establishment of exploratory dialogue, the thoughtful organisation of group work and the creation of straightforward but stimulating IWB resources. In addition the text provides clear guidance for teachers on how and why to raise student awareness of the importance of their discussion when making or considering digital artefacts. There is a strong focus on ensuring that both students and teachers understand best use of the IWB; and that contexts for learning are provided which really merit discussion. The Teacher Development section considers use of the IWB in a dialogic classroom - and shows how best practice can be achieved, with useful resources, and a format for reviewing own learning.The Reader section provides insight into the aspects of talk that fit together to generate a dialogic classroom context, and crucially shows how use of the IWB is both enhanced by dialogue and contributes to students' capacity to take part in learning dialogues with one another. The Resource Bank draws on a range of classroom contexts, providing examples to support teachers as they create their own lesson plans and ideas.The text is accessible and interesting, with complex ideas clearly explained, and the book is readily navigated.This book will enable teachers to plan for dialogue based on the motivating and interesting features of the IWB. In particular it provides guidance for student use of the IWB, and creation of own resources tailored to learning needs. Teachers who wish to have a focus on dialogue will find here a theoretically based, practical approach to ensuring that their students really benefit from interactivity, with the IWB and with each other."
  Dr Lyn Dawes, Educational Consultant"This valuable resource provides both a theoretical framework and pedagogic guidance to use the interactive whiteboard to its full potential with learners of all ages. Written by established classroom practitioners and academic researchers, it provides a set of resources which are grounded in the reality of classroom life, but underpinned by academic rigour which make it useful to both student and experienced teachers alike."
  Professor Gary Beauchamp, Professor of Education and Director of Research, School of Education, Cardiff Metropolitan University, UKContributors: Lloyd Brown, Simon Knight, Caroline Neale, Diane Rawlins, Rupert Wegerif
  
  
  

  List of contents

  
  
  
  
  
  
  
  
  
  Contributors
  Foreword
  Acknowledgements
  Guided TourPART A: THE TEACHER DEVELOPMENT RESOURCE
  Developing interactive teaching and learning using the IWB1 Introduction and use of the resource
  What is this resource for?
  How might the resource be used?
  What kinds of activities are involved?
  Deciding where to start2 Stimuli for professional development
  Getting started
  What is dialogue?
  Considering classroom dialogue
  What role can the IWB play in supporting whole class dialogue?
  Extending our understanding of IWB use in a dialogic classroom to small group work and computer-based activity
  Using the Resource Bank - more ideas for using the IWB
  Reviewing your learning - consolidating what you have learned so far and preparing for planning your own lessons
  Sharing new ideas
  Further resourcesPART B: READER
  Creating a supportive environment for classroom dialogue Supporting dialogic teaching of personal safety with the interactive whiteboard in an urban primary school
  Developing a dialogic approach to interactive whiteboard use in English: teacher reflections and student perceptions
  Using the interactive whiteboard to support dialogic teaching in history: The student perspective
  Supporting dialogue by exploiting interactive features of the IWB
  Effective group work at the interactive whiteboard
  Learning to learn together with ICT and with the Internet PART C. RESOURCE BANK
  Starting Simple
  Moving On
  Revisiting IWB resources in later lessons
  Case Study: Caroline's Lesson Sequence
  Case Study: Diane's Lesson Sequence
  Students working semi-autonomously in groups at the IWB
  Further ideas Appendices
  
  
  

  About the author

  
  
  
  
  
  
  
  
  
  Sara Hennessy is Senior Lecturer in Teacher Development and Pedagogical Innovation in the Faculty of Education, University of Cambridge, UK. Paul Warwick is Lecturer in Primary Science and ICT in the Faculty of Education, University of Cambridge, UK.Lloyd Brown, Diane Rawlins and Caroline Neale are experienced school-based practitioners.
  
  
  

  Summary

  This resource aims to provide teachers with the rationale, model and examples they need to develop interactive approaches that will promote learning when using Interactive Whiteboards (IWBs) in the classroom.

Product details

• Authors: Sara Hennessy, Sara Warwick Hennessy, Paul Warwick, Paul Hennessy Warwick
• Publisher: Open University Press
• Languages: English
• Product format: Paperback / Softback
• Released: 16.01.2014
• EAN: 9780335263165
• ISBN: 978-0-335-26316-5
• No. of pages: 152
• Subjects: Education and learning > Learning aids/university-entrance diploma theory; Humanities, art, music > Education > School education, didactics, methodology