Integrating ICT and Interactive Whiteboards in the Classroom
Jan 19, 2016
Integrating ICT and Interactive Whiteboards in
the Classroom
Purpose
On completion participants will:
Knowledge: be able to to create whole class, small group and learning centre activities using ICT and IWB software elements
Application: take away three ideas of how to use ICT effectively during Literacy Dedicated Time.
World wide changes in ICT and Education
Ubiquitous Computing
1. What will be next?
2. How will we prepare ourselves and our students?
Reflection time
1. Go to the website
www.pd-for-ICT.wikispaces.com
Go to your school page and then the discussion page and respond to the question – How does the rate of change in ICT make you feel?
Reflecting on Classroom Practice
Reflecting on Current Practice
• Share a successful lesson (that incorporated ICT) with your partner. What was it that made them work well?
• Share an unsuccessful lesson with your partner. What was it that limited it’s success?
Reflecting on Current Practice
Tools for Reflection
• CBAM affective domain
CBAM Stages of Concern
Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it.
Affective Dimension of Change: Concerns Based Adoptive ModelHorsley & Loucks-Horsley
“I am not concerned about it.”
Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it.
Stage 1 (Informational): A teacher asks questions on hearing something new
Affective Dimension of Change: Concerns Based Adoptive ModelHorsley & Loucks-Horsley
“I would like to know more about it.”
Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it.
Stage 1 (Informational): A teacher asks questions on hearing something new
Stage 2 (Personal): A teacher asks how it might affect them
Affective Dimension of Change: Concerns Based Adoptive ModelHorsley & Loucks-Horsley
SELF
“How will using it affect me?”
Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it.
Stage 1 (Informational): A teacher asks questions on hearing something new
Stage 2 (Personal): A teacher asks how it might affect them
Stage 3 (Management): A teacher engages with new skills, time demands, materials etc.
Affective Dimension of Change: Concerns Based Adoptive ModelHorsley & Loucks-Horsley
SELF
TASK
“I seem to be spending all my time getting the material ready”
Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it.
Stage 1 (Informational): A teacher asks questions on hearing something new
Stage 2 (Personal): A teacher asks how it might affect them
Stage 3 (Management): A teacher engages with new skills, time demands, materials etc.
Stage 4 (Consequence): A teacher considers how to make the innovation work better for learners
Affective Dimension of Change: Concerns Based Adoptive ModelHorsley & Loucks-Horsley
SELF
TASK
IMPACT
“ How is my use affecting the kids?”
Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it.
Stage 1 (Informational): A teacher asks questions on hearing something new
Stage 2 (Personal): A teacher asks how it might affect them
Stage 3 (Management): A teacher engages with new skills, time demands, materials etc.
Stage 4 (Consequence): A teacher considers how to make the innovation work better for learners
Stage 5 (Collaboration): A teacher works with colleagues to make the innovation work better
Affective Dimension of Change: Concerns Based Adoptive ModelHorsley & Loucks-Horsley
SELF
TASK
IMPACT
“I am concerned about relating what I am doing with what other instructors are doing”
Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it.
Stage 1 (Informational): A teacher asks questions on hearing something new
Stage 2 (Personal): A teacher asks how it might affect them
Stage 3 (Management): A teacher engages with new skills, time demands, materials etc.
Stage 4 (Consequence): A teacher considers how to make the innovation work better for learners
Stage 5 (Collaboration): A teacher works with colleagues to make the innovation work better
Stage 6 (Refocusing): Having been successful with the innovation, a teacher seeks a further challenge
Affective Dimension of Change: Concerns Based Adoptive ModelHorsley & Loucks-Horsley
SELF
TASK
IMPACT
“I have some ideas about something that would work even better.”
Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it.
Stage 1 (Informational): A teacher asks questions on hearing something new
Stage 2 (Personal): A teacher asks how it might affect them
Stage 3 (Management): A teacher engages with new skills, time demands, materials etc.
Stage 4 (Consequence): A teacher considers how to make the innovation work better for learners
Stage 5 (Collaboration): A teacher works with colleagues to make the innovation work better
Stage 6 (Refocusing): Having been successful with the innovation, a teacher seeks a further challenge
Affective Dimension of Change: Concerns Based Adoptive ModelHorsley & Loucks-Horsley
SELF
TASK
IMPACT
What is the research saying
about integrating IWB’s in the classroom?
How are they being used?
IWBs are mainly being used:
• as a data projector which can navigate to multiple screens;
• as a surface which can generate a dynamic rather than static form of display;
• to enhance presentation from the front of the class.
New Technology, Old Pedagogy
Imagine an early nineteenth century engineer concerned with the improvement of cross-continental transportation. Someone comes to them with a design for a jet engine.
"Great" the engineer says "we'll attach this to stagecoaches to assist the horses." When they try they soon see that there is a danger that the engine would shake the vehicle to pieces.
So they made sure that the power of the engine was kept down to a level at which it would not do any harm. (It is not on record whether it did any good.)
Doing the SumsNicholas Abbey
old pedagogy
+ old technology
low performance improvement
old pedagogy
+ new technology
mild performance improvement
new pedagogy
+ old technology
mild performance improvement
new pedagogy
+ new technology
high performance improvement
TECHNOLOGY
PE
DA
GO
GY
Interactivity
• Physical interactivity . where the focus is on .going up to the front. And manipulating elements on the board;
• Technical interactivity . where the focus is on interacting with technological facilities of the board;
• Conceptual interactivity . where the focus is on interacting with, exploring and constructing curriculum concepts and ideas.
FULL POTENTIAL IS NOT BEING REALISED
Observations from the classroom
• Mostly utilised for demonstration at the beginning of the lesson
• Lower order thinking skills
• Closed questions: ask, respond, evaluate
A Productive Pedagogy Toolkit for
IWB’s
ImagesVideoSoundAnimationPeripheralsGraphic organisersBritannicaLearning objectsWeb 2.0Interactive PowerPoint's
ImagesVideoSoundAnimationPeripheralsGraphic organisersBritannicaLearning objectsWeb 2.0Interactive PowerPoint's
Digital Hub
Collaboration
http
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Demonstrations
http://farm4.static.flickr.com
/3664/3592995504_5298cd0fba.jpg
Brainstorm
http://ww
w.curriculum
support.education.nsw.gov.au/env_ed/assets/im
ages/brainstorm
.jpg
Interaction
http://ww
w.curriculum
support.education.nsw.gov.au/env_ed/assets/im
ages/brainstorm
.jpghttp://ww
w.callinpractice.net/IW
B/iw
binmflclassroom
s/images/
annotate/image_preview
Modelling
http://sites.google.com/site/huntedw
eb/_/rsrc/1257432316077/xIWB
-full.jpg?height=
276&w
idth=369
Higher Order Thinking Skills
Higher Order Thinking Skills
Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, finding
Understanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying
Applying - Implementing, carrying out, using, executing
Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating
Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring
Creating - designing, constructing, planning, producing, inventing, devising, making
Lower Order Thinking Skills
(LOTS)
Higher Order Thinking Skills
(HOTS)
Higher Order Thinking Skills
Before we can understand a concept we have to remember it
Before we can apply the concept we must understand it
Before we analyse it we must be able to apply it
Before we can evaluate its impact we must have analysed it
Before we can create we must have remembered, understood, applied, analysed, and evaluated.
Higher Order Thinking Skills
TASK:
Consider a number of lessons you have done recently – try to classify them according to the Taxonomy.
What do you notice about the type of lessons you create?
Varying Usage
Grouping structures
• Whole class
• Small group
• Individual?
Lesson sequence
• Explicit instruction
• Activity with teacher
• Learning Centre
• Plenary
Task:Work with a partner.What possibilities could you design for one of the structures or sequences listed on the left?
Blockers
What are the main blockers when using ICT in the classroom..
Write down 2-3 blockers
What can be done to alleviate or minimize the blockers?
Write down 2-3 solutions
Afternoon Task
Afternoon Task
This afternoon:
1.Plan a lesson incorporating ICT
2.Create your lesson (s)
3.Present your plans to the larger group using 10/20 or 20/20 format. (10 or 20 slides, you talk on each slide for 20 sec. Set to automatically advance after each slide. )
Final reflection
Go to the www.pd-for-ict.wikispaces.com site again and post a comment on the Good Shepherd page under the subject of ‘Goals for Term Four’
Acknowledgements
Thanks to Louise Cimetta for the original ideas and organisation.