The interactive whiteboard has been in use in the corporate arena for many years and has been successful in making impact on customers through a seamless presentation of data. The interactive whiteboard has made a jump to the classroom and has been able to have just as significant of an impact but for many different reasons. The interactive whiteboard has become a tool to engage students, provide for student involvement in the learning process and has generally made learning more fun for both teacher and student. There are many articles about the use of interactive whiteboards and there have been researchers throughout the world measuring the benefits that these boards are providing to the impact of learning and delivery of knowledge.
Research provided in the literature was done mostly with primary school aged children and completed using different areas of the curriculum. The research placed interactive whiteboards in a classroom with a projector and computer with the location being that of a typical whiteboard in the front of the classroom. The interactive whiteboards provide the opportunity to provide the curriculum to the student while interacting with the material and the teacher. Additional research from the literature was completed with pre-service teachers in Australia. They were pre-service primary education teachers studying the area of science education.
In the article by Chris Preston and Lee Mowbray (2008) a kindergarten classroom was the choice of installation of the interactive hardware. The justification for using this technology with Kindergarten children was their short attention span and the ability of the interactive whiteboard to keep them actively involved promoting learning (Preston and Mowbray 2...
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...owing every year. It can be predicted that the interactive whiteboard will have an even greater result on students when it becomes a more familiar tool to teachers
Works Cited
Murcia, K. (2008). Teaching for scientific literacy with an interactive whiteboard. Teaching Science - the Journal of the Australian Science Teachers Association, 54(4), 17-21. Retrieved from Academic Search Premier database.
Preston, C., & Mowbray, L. (2008). Use of SMART Boards for teaching, learning and assessment in kindergarten science. Teaching Science - the Journal of the Australian Science Teachers Association, 54(2), 50-53. Retrieved from Academic Search Premier database.
Shenton, A., & Pagett, L. (2007). From ‘bored’ to screen: the use of the interactive whiteboard for literacy in six primary classrooms in England. Literacy, 41(3), 129-136. doi:10.1111/j.1467-9345.2007.00475.x.
Properly introducing technology into early childhood classrooms is the first and crucial step in producing a new and useful tool for students to use to enhance their learning. Many researchers do not recommend introducing computers to children young than three because they are not developmentally ready ((Haugland, 2000). It is useful to start off introducing a computer to young children in a group setting because it is general information all children need to know. The teacher may begi...
Short, D. (2012). Teaching scientific concepts using a virtual world: Minecraft. Teaching Science, 58(3), 55-58.
In the article “Technology in the Classroom: Beginnings and Endings”, Mary Ann Matras suggests that, “The pencil is still the most efficient tool”. Many people will agree with her argument because students have learned that way for many years and it has worked. It is also a common fact that when a person writes something down with a pen or pencil they are more likely to remember the information rather than typing it. Author, Mary Ann Matras continues to explain more about why the pencil is a powerful tool, ” When a student can use a pencil to do a calculation faster than and as well as, he or she can do it with a computer or calculator, then the tool for the job should be the pencil,” Mary Ann Matras states. Another issue that classrooms have with technology is that it takes away class time. If a student can do their work as fast as a computer than they don’t need the computer, it is better for them to work it out by themselves. Also, if it takes the same amount of time as writing with a pencil does than a pencil is a better
The 1800’s produced many advancements to the classroom that, though very rudimentary to today’s standards, became the foundation for learning on a large scale. Some of which are still in use today. In 1841 the chalkboard was introduced into the classroom. This was very beneficial to learning integrating audio and visual techniques to learning. Teachers could now draw for students concepts such as atoms and molecules, that were complicated to express. Students found this invention beneficial because now the student knew what teachers were saying, what key points they needed to know were, and nothing was lost in the communication.
Do you ever think about how much technology has changed the way we work, learn, play, and even think? Technology is a major beneficiary to society; especially in the classroom where we get the opportunity to learn and grow. In recent years, schools have begun implementing tablets and other devices in the classroom to better student’s education. The use of technology in the classroom provides more of a personalized learning experience and gives students a widespread availability to engage in learning. Technology is necessary in today’s modern globe, it is basically “the pen and paper of our time and the lens through which we experience much of our world” (Warlick, 2013). Technology is not just considered the “internet”, it is so much greater than that. Overall, it enhances the quality of education and engages students deeper than ever before. With all the significant gains, why would people argue that technology hinders students more than it helps? Critics may try to repute the use of technology in the classroom but I believe what really matters “is the way we use it, the context that we use it in, and the learners who we use it for” (Chong, 2012).
Technology is a recent development that has been widely used in many fields to enhance productivity and output. For instance, it has been incorporated in the education sector to allow easier access to information. Mostly, technology in education has taken the form of using computers and related accessories like software to enhance the learning capacity, information access, and development of students’ learning capabilities. In essence, extensive use of technology in classrooms has reduced the workload of tutors while enhancing the overall performance of students through employment of various programs aimed at developing the learning of students. Technology is used on all sorts of classroom scenarios including early childhood education. Some technologists and educations specialists, however, cite that use of technology in early childhood may be detrimental. This paper seeks to explore both the positive and negative attributes of use of technology in early childhood education.
Although some teachers still use regular boards,most teachers use smart boards to teach. These boards are like ordinary boards except these are controlled by a remote control pen. By just clicking on the board questions can be written in a variety of ways and in any color you want. The final piece of tech that is mainly used in the classroom is a variety of websites that provide tests,quizzes,and assignments that students can access with a certain username and password. Research has found that all types of technology are changing the way teachers teach forever (usnews.com).
Electronic Devices in Schools -. Detroit: Green Haven Press, 2008. Print. The. Higgins, Josh.
All three teachers use multimedia by using Smart Boards. They are technological boards that teachers use to write and present information which is shown to be beneficial. All of the teachers use Power Point presentations to not only inform, but also to entertain students with pictures that relate to the learning material. Sometimes, the teachers will use the chalkboard to write additional information that will emphasize what’s important when it comes to learning new concepts. For example, Teacher B wrote the definition of the word slope, which means the rate of change. He drew a box around the word to show how important the definition was for students to understand, especially since the New York State Regents uses it as well. The teachers lecture by reading the notes from the board so their students are listening and paying attention. Like Power Point presentations, teachers inform and engage students in lessons by communicating verbally. For instance, Teacher C lectured how using logarithms in mathematics can be useful outside of class for applications in business and biology. Teachers, who display information on the Smart Board, as well as explaining themselves, demonstrate how they accommodate students with different learning styles. Aside from using multimedia methods and lecturing, teachers have students work with each other in small groups.
As an emerging teacher, it has come to my concern the potential benefits and or harm technology has on young children. By the end of the 1980’s one out of every 4 preschool rooms had a computer, today almost every preschool is equipped with at least one computer. Children over the age of 3 are within Piaget’s preoperational stage. This states that they are concrete learners that are interest in and pick up on newly learned symbolic representation easily (Wardle, 2008). However children at this age ne...
Technology has changed many aspects of our lives, so why should we expect less of the classroom atmosphere? Technology in the classroom has changed the way students learn and the way teachers teach. Technology today is integrated into the classroom as a teaching tool rather than being taught as a course. There are many ways that technology is used in today’s classroom such as the World Wide Web, Power Point, and Excel (Starr, 2011). Teachers will continue to be the most important aspect of a child’s education because they teach and technology does not. The use of technology in the classroom can bring advantages to a child’s education but can also bring disadvantages (Cleaver, 2011).
They also need this relationship to be able to plan their lesson effectively. For children, understanding the nature and process of science is dependent upon their developmental level and the experiences teachers provide for them. Children can begin to understand what science is, who does science, and how scientists work through classroom activities, stories about scientists, and class discussions. Teachers should provide children with many opportunities to make observations with all their senses, to look for patterns in what they observe, and to share with others what they did and what they learnt from their
Collis, B., Knezek, G., Kwok-Wing, L., Miyashita, K., Pelgrum, W., Plomp, T., & Sakamoto, T. (1996). Children and Computers in School. Mahwah, NJ: Lawrence Erlbaum Associates.
Although much research points to the urgency for school systems to include nature of science education (American Association for the Advancement of Science 1989, Department for Education, Welsh Office 1995, National Research Council [NRC] 1996), there still appears to be a need to provide teachers with the necessary tools, teaching resources, and pedagogies to more effectively teach NoS. As Collins et all. (2001)
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA and Denver, CO: ASCD and Mid-continent Research for Education and Learning.