Interactive Whiteboard strategy in primary school classroom
The effects of the Information and Communication Technology (ICT) in teaching and learning provides schools opportunities as well as challenges regarding training and funding. The resources with which IWB brings is basically to make education more effective for pupils. Also, the National Curriculum 2014 brings changes in Information and Computing Technology (ICT) which emphasize on the use of the digital tools to teach children with the changing world requirements in education (Yakut et al. It is significantly supported by the primary school where I am working to educate children with the Interactive Whiteboards (IWB) in their daily learning. The access and the use of this technology have increased in the past five years in the schools; it is due to increased funding through the National Grid of Learning Initiatives (OFSTED 2002), (DfES 2001).
There are many advantages associated with this invention, but the context shows that this approach has not been, or is, used to its full potential in whole classroom teaching. It is evidenced by the previous research (1996) that there is still a lot of investment required regarding time, effort, willingness to alter the existing teaching strategies (Keeler, 1996). However, there are possible reasons which need to be considered for the better pedagogic activities concerning the IWB. It includes operating system skills, classroom management, and pedagogy. From the above points, I feel that there is still a lack of proficiency in a schoolteacher's expertise concerning the IWB, although the teacher is trying her best to become skilled at as it is improving her teaching practice.
The Royal Society Report (2012) presents some remarkable recommendations for the Government that it should give priority to the qualification and training of teachers to fulfill their duties according to the latest technology. It is supported by the Healey (2018) that for a productive learning environment it is essential that the teacher should be qualified with the up to date knowledge of the technology (Healey, 2018). It is due to the requirement of the changing e-learning technologies to educate the children appropriately. Therefore, I found that the process is time taking, and the academic institutions need to opt the right pedagogic activities to use the digital tools accordingly. The fundamental principle of the interactive whiteboard is that it provides the factor of interactivity with the children during the lesson which is a great idea in learning, as well as the teacher share the resources with the pupils equally for effective education.
Also, the collaboration of the curriculum with the technology used brings the innovation in the learning and teaching together with the changes in the attitude of the teachers concerning the interactive whiteboards (Cuthell, 2005: 02). Therefore, I think that the initiative in the practice of teaching brings positive effects towards the Interactive whiteboard along with the learning of pupils. The vital purpose of this initiative of the ‘interactivity’ with the Interactive Whiteboards (IWB) was to involve the learners intellectually and emotionally in the classroom. However, the teacher is the central part of this process because it is their role to operate it skillfully. For example, in this school(P) the teacher feels more relaxed as the lesson is prepared earlier to interact more with the children in the classroom.
The primary enhancement due to the IWB boards that occurred is the interactivity of the children, as this technology tool brings enjoyment in their learning. The article by Pardanjac et al. , (2018) described educating with the technology tool ‘IWB' to have brought many advances such as; ‘visualisation, contextualization and motivational factors' in the learning of pupils. Moreover, the teachers’ professional development flourished and upgraded if they get proper guidance and services with the time (Pardanjac et al. However, BECTA (2003) suggested that the early practical difficulties of the educational practitioners in the use of the IWB can be resolved through proper training. What is more, the implementation of the Interactive Whiteboards brings a positive contribution to the education. However, the overuse of this pedagogic tool can deteriorate the students in a teacher-led setting in a classroom.
According to Hall and Higgins (2005), the more excess of boards(IWB) can affect the efficiency of the instructions by the teacher and thus can affect the motivation and interest of children (Hall & Higgins, 2005). Consequently, I think that the students will lose their attention. As a result, this evidence could be used to develop the appropriate pedagogic strategies for the IWB's. e. (CPD) which enables them and the rest of the staff to make efficient use of the technology. Additionally, there should be appropriate funding for their training along with proper monitoring by the person who knows the latest knowledge of the technology to minimize the risk of errors (Lockwood & Cornell, 2013). In recognition of the importance of learning with the advanced pace of technology as part of the everyday classroom setting; it is essential to provide teachers the vital skills towards the use of IWB.
It will impact on the level of its purpose and its implementation by the teachers. (2004) ‘Teacher Use of the Interactive Whiteboard in Primary Schools: towards an effective transition framework. ’ Technology, Pedagogy, and Education. 13 (3) pp. Cogill, J. How is the interactive whiteboard being used in the primary school and how does this affect teachers and teaching? [Online] [Accessed on 11 February 2018] http://districts. ), Proceedings of SITE 2005 (pp. 1353 – 1355) Norfolk, VA: Association for the Advancement of Computing in Education DfES (2001). Survey of ICT in Schools 2001. Norwich: HMSO Mohon, E. H. education. gov. uk/publications/eOrderingDownload/1284-2005PDF-EN-01. pdf Hall, I. , & Higgins, S. McCauley, J. Creative Bloq. [Online] [Accessed on 16th February 2018] Available at: http://www. creativebloq. com/animation/kids-compete-code-grooviest-dancing-robot 11135312 Mercer, N. NCTE (2018) ICT in the classroom, PDST technology in education.
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