Having never previously encountered the term “interactive
whiteboard”, I can surprisingly and assertively state that it is a useful
pedagogical tool to incorporate. Simply put, I understand an interactive
whiteboard to be a touch-sensitive screen that works together with a computer.
It can be used as a tool for collaboration, improving student learning outcomes
and streamlining lesson planning. Through interactive whiteboards, we can
interact with digital content and multimedia in a multi-person learning
environment.
Interactive whiteboards, also known as SMART boards
have a vast array of advantages and potential. One such advantage is improved
learning in the classroom. Students have various learning styles – some are
auditory learners, absorbing information efficiently through spoken word, while
others are visual learners. Interactive whiteboards provide the opportunity to
absorb information in multiple ways, which helps to increase the retention and
synthesis of the information being presented. Furthermore, considering images
can be saved and printed, students are able to participate rather than take
notes during a discussion. This links to the notion of collaboration, which I think
is an important factor in the learning environment: Interactive whiteboards
allow students to become part of the process, rather than simply receiving
prepared information.
A study was done in the United States where it was
found that the interactive whiteboard supports conversation in the classroom, and
helps with the presentation of new cultural and linguistic elements. This is
beneficial in both Life Orientation (LO) and English classes. In LO,
interactive whiteboards can be used to introduce cultural diversity.
Educational websites and videos can be viewed as a group, whereby the teacher
can add constructive comments as the lesson progresses. These comments can be
saved, printed and distributed to the class as a set of notes. In an English
classroom, making notes in digital ink can be beneficial when teaching language
and spelling, especially if it is a First Additional Language class in which elaborative
explanations are required. In terms of oral communication or speeches, the
teacher can showcase previous student presentations to the class. This offers a
direct example of what may be expected from current learners.
In a nutshell, interactive whiteboards essentially promote
student engagement, as teachers can use digital resources while maintaining a
dynamic interaction with the entire class. Interactive whiteboards thus have great potential and I feel they should be incorporated where possible!
