Why IWBs? Survey results

Smartboard Benefits: 1) Students stay on task (they can all see it!) 2) They love using it all day! 3) They never seem to tire of it! 4) They are willing to do more challenging projects/tasks 5) Students are learning more about technology by using it (as well as learning the skill or task) I purchased an aerobic work out tape for kids in the Scholastic book order. They love to work through this during break on those cold winter days. We have used many of the media videos (like Ben Franklin) to correlate with reading themes and topics. We have used the tools for math. They love the dice. We use the board for Morning Message, Whole group writing activities, Reading Centers, and Math Manipulatives. It's one of the most effective tools that I have been given the opportunity to use this year! Thanks so much for making this a priority in the District! It's the future! from the spring 2007 survey of SmartClassroom participants in the Manakto Area Public Schools

A couple folks wrote in response to yesterday's blog entry about our interactive white board project in the district questioning the effectiveness of IWBs. Rather than me defend the project, I thought folks like might to see the results of a survey we did of this year's teacher participants (only). There were 6 closed questions and a place for comments. The complete results can be found here in pdf.

My initial guesses as to why our teachers like the SmartBoards:

1. They resemble/combine already known technologies - the whiteboard, the computer screen and the overhead projector. This is not something completely new. Teacher started using them immediately.
   
2. Teachers like that their kids find them attractive because of their visual learning styles and love of manipulatives. Greater attention and engagement. (The best teaching with these I have seen involves kids DOING work at the SmartBoard.)
3. Great ready-made resources available for the technology made start up easy. Project participants have been creating and sharing many SmartBoard files.
   
4. Committment to training by the district. (Never enough, but when is it?)
5. Permanent installation of the products so reservations, set-up, etc. is minimized. It is always there and becomes a part of the teachers' routine teaching tools.

I am sure I will learn more as I analyze this and think about it more. I am technology skeptic, but I trust teachers when they tell me a product is effective.

What has been your experience?  

Comments

[Jennifer]

I have a SmartBoard in my classroom and I think it is a wonderful tool. It allows me to have all steps of my lesson on the SmartBoard and not skip or forget parts (as I have been known to do). My fifth graders love it and jump at any chance to interact with it. I know they are expensive, but I think they are worthwhile for teachers who will use them. Unlike a regular white board or an overhead, I can plan and create lessons on my computer at home for use the next day.

[Tim]

At this point, I remain skeptical of the long term advantages of this technology. We have installed several thousand interactive whiteboards around our district and from my observations, they seem to be reinforcing traditional teaching techniques.

Almost all of the activities I've watched have been translations of "worksheets" to the big screen. Certainly it gets students interacting with the materials in front of their peers. However, they also demand very few analytical or creative skills.

As to student motivation, in the schools where the boards have been in place more than two years, many teachers are reporting that students are far less enthusiastic about using the devices. They have become routine.

As I said, I'm skeptical, but I'm also still open to the possibilities. It's just that I want to see the power of technology used to help students build their own learning.

I guess I'm just getting picky in my old age. :-)

[Graham Wegner]

Doug, as you are already aware, Interactive Whiteboards have been a focus of mine for a while but not just on implementation but what results are in it for students. Despite having taught with one for over 18 months, helped implement and support my school's program and presented at conferences and to other schools about IWB's, a skeptical side of me won't go away. Part of it is to do with the cost - if it only cost $500 more on top of the data projector, then it would be treated differently as just another technology option in the classroom. The cost actually pressures the teacher into using it as much as possible simply because it's an expensive investment.

Now that wouldn't be too bad if it moved teaching pedagogy forward as well, but there is the big danger that an IWB can reinforce the teacher as expert at the front of the classroom, methodically going through the lock step prepared lessons and rarely relinquishing control to the students. I have seen the IWB at its most powerful at the other end of the spectrum when it's used on the fly, "just in time" teaching, getting a group of kids to sort out a concept they are stuck on and pulling in resources and tools as they are needed from the IWB software library or from the web. But that sort of teacher could probably do that well anyway - an IWB makes it easier for the great teacher to pull all of the threads of learning together. For a traditional, instructivist teacher their methodology can be further entrenched with digital ink and carefully prepared files replacing chalk and talk.

How good is an IWB? It's only as good as the teacher using it - it may be out there but I've still to read research that illustrates how it changes teaching practice (although something my school is involved with could help in this area) and thereby improving student achievement. Because as John Pederson pointed out, an IWB isn't the only way to get digital material into the classroom.

[Tim]

I completely agree with Graham that the best teachers will draw on any resources they have to enhance the learning environment for students. I've watched a few using the interactive boards and they certainly go beyond the "projected worksheets" that I mentioned.

Unfortunately, this is not happening with most of our teachers who have access to the technology. Certainly they use the boards - it's a relatively easy transition from a board you write on physically to one you write on digitally. And the kids love playing with them at first.

But most teachers don't have the time or inclination to learn how to go beyond this. Many are still afraid of the concept of technology as an instructional tool. And then there's the overwhelming pressure from many sources (parents, administrators, other teachers) not to stray too far from the concept of the "traditional" classroom.

[Doug Johnson]

Hi Tim,

One of the things we have done is asked teachers to "apply" for the installations. Since we can't do the whole district at one time, these applications help us prioritize who gets them first. Those who "get" the interactive potential move higher on the list.

Certainly not a perfect process, but one that increases the odds.

Thanks again,

Doug

[Martin]

I have an interactive white board and I have wound up using it as a screen - only. I have a 25' cable attached to the projector and if I want student input I attach it to their computer (I work in a library/lab setting in an elementary school) and they show us all what they've done directly from their screen.

[Tim]

Doug's idea of teachers "applying" to receive technology beyond the basics (like IWB) is a good one. At the very least it forces them to think about how they plan to use the device and articulate that to some extent.

Unfortunately, that doesn't work in our system since IWBs are not funded centrally. The individual principals are buying them from their local money, sometimes as a matter of pride. It's often hard to rationalize with administrators who are trying to keep up with the Joneses School. :-)

[Miguel Guhlin]

Why not use one of the InterWrite Learning Pad solution? You spend a lot less 'cause you're not buying an electronic whiteboard, the teachers can have up to 7 tablets they can use in the classroom, and everything is stored on the compter...you only need digital projector, a computer, and the Interwrite pads.
http://www.interwritelearning.com/products/pad/detail.html

Anyone try this solution out?

Anyways, the most interesting part of this discussion that it's not about the technology but the way people choose to use it in the classroom. So, what is Doug's district doing that is different and better than the way Tim's district is implementing it?

What leadership at the District, campus and classroom level doing that is different?

Miguel
Around the Corner-MGuhlin.net
http://www.mguhlin.net

[Doug Johnson]

Hi Miguel,

We have a couple dedicated HS science teachers using the interwrite board and they like them. But they also have the IWB. I just think the board is less of a conceptual leap than the boards for the bulk of our teachers.

My sense is that Tim and I agree on most of this, but my expectations of both technology and people are somewhat more modest.

All the best,

Doug

[Kenn Gorman]

I don't have a SmartBoard in my classroom yet, but will likely have one in a year or two (and since I am one of the two technology teachers, hopefully it will be sooner). I am writing to tell you that my projector bulb burned out last week, so I had to revert to the old-fashioned way of teaching...each student actually had to pay attention to their own monitors!

I almost had to find my white board markers -

[Doug Johnson]

Hi Kenn,

Just make sure you are using real white board markers not the permanent ones!

Thanks for the comment. You will like your SmartBoard when you get one.

Doug