Educating the Dragon

Greg points to the ongoing, somewhat emotional, discussion on SpeedofCreativity about the IWB’s. There are several points that I want to make regarding the use of the IWB in the classroom.

You don’t necessarily have to lay out for the IWB. There are cheaper alternatives – slates; the Nintendo Wii

Far too many schools have, and continue to, pour thousands and thousands of dollars into creating ‘digital classrooms’ by merely providing the hardware and letting teachers muddle, ‘saving money’ by by-passing the PD required. The reality is that quality PD is cheap compared to cost of purchasing and installing boards. Without such IWB training we should not be surprised if teachers will naturally use the IWB like a chalkboard or an OHP because they are familiar with the function and use of such devices. There are a great number of ways of using an IWB effectively in the classroom. If teachers are to be expected to show proficiency in their use then opportunity should be provided to allow them to share ideas, deepen and broaden their understanding of their use. Sitting in the passenger seat for 10 years does not make you a driver when you sit behind the wheel, you need lessons. Equally, we should not expect teachers to know how to use the IWB effectively in the classroom just because “they use their laptop for everything, they know heaps about computers”.

Whose responsibility is it to ensure professional development occurs for those teachers with IWBs. There are firms out there who either have in-house training provided or contract out for it. Schools should make a point of asking about that provision. ‘PD on the IWB’ is not and should not, simply be a sales rep coming in and saying “Here is the tool bar, now off you go”.

Finally, IWBs are by their nature presentation tools– they make presenting information be it by students or teachers – powerful and interactive. I don’t believe that an IWB in you classroom makes it a ‘digital classroom’. Having said that, IWBs are a powerful centre-piece for a digital classroom- For example, I my students produced a newspaper in 3 hours. With 8 computers and the IWB networked, research was done, stories written, graphics created…. All saved centrally on the server for the ‘editors’ to pull up and manipulate at the IWB.- “This is just like a real newsroom, eh?” (student comment to me)

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Saying that there is a lack of research in the effectiveness of IWBs is not quite accurate. Peter Kent, for one has provided a wealth of material during his time at Richmond School.

They can also be used for small group work but this is really a byproduct of what they were developed for. In this day and age, teachers and students should have access to an up to date means of presenting and sharing information – and the IWB is an easy to use answer to that need.

IWBs are simply one answer to the need for a projection device in the classroom.

Professional Development is central to the embedding of any pedagogical shift – which is what is required with the IWB if constructivist theory is to be followed. It IS a presentation tool and DOES require a conscious mind shift to ensure the teacher remains the master and the IWB the tool.

Check out this wiki for some challenging ideas