While trying to find more resources for the interactive white board and reading I came across the International Reading Association site of online information, International Reading Online.
There area many articles and lesson plans that involve good teaching practice that can be adapted to the IWB. An example is a lesson titled Word Wizards: Students Making Words,
retrieved 4-20-08. When looking at this lesson I was able to see how easily I could adapt the lesson to use with the IWB. The original lesson uses letters on the overhead and making letters for the student to manipulate. Now I would not want to replace magnetic letters and using them to manipulate words and letters, but I could see this lesson easily on the IWB. It is similar to word ladder and changing a letter or two to make a new word. this helps students to look for patterns in words. The author of this lesson also uses literature to integrate in the lesson. With so many books available on line, this would be another way to use the IWB and all of its tools, like underlining, highlighting making changes and writing in our own changes. Best of all, the changes can be saved and revisited. The International Reading Association has always been a resource of excellent practice in reading. I am happy to have found this reliable site and plan to visit often to see what I can use and adapt to the IWB.
Throughout this blogging experience I have worked to learn the best ways to use an IWB to help students with early reading skills and comprehension. I wanted to be sure whatever I use that it is interactive and not just using the IWB as a glorified overhead. I think I have found soem of these answers and know that I need to continue to search for the best ways to use an IWB not only or myself, but to share with my colleagues.
Sunday, April 20, 2008
Friday, April 18, 2008
Something Fun for the Young Ones
With all this endless searching for information concerning Interactive Whiteboards and reading instruction I cam across a site sponsored by PBS called Between the Lions This is a fun site with loads of resources for teaching early reading. If you click on the parents and teachers link you will find various ways to search the site for different activities such as phonics, vocabulary and comprehension. When you search the Activities and Resources, there are hundreds of files. The stories have many recognizable authors and titles. The characters are from the PBS children's television show. You can print coloring sheets and play games with skills. There are some pretty contemporary videos with singing about a large variety of reading skills. My favorite activity is the game "Word Play" where lists of verbs are displayed and when you click on them the word performs the action of the verb. Pretty cute and I can imagine this would be helpful with my ESOL students.
Now what does this have to do with the IWB? Since most of the activities can be displayed via the IWB, the interactivity of the IWB is increased. One of the thoughts I have had would be if my older students could create some of their own activities after using some of the activities on theis site. Being careful of copyright of course. Let me know what you think.
Now what does this have to do with the IWB? Since most of the activities can be displayed via the IWB, the interactivity of the IWB is increased. One of the thoughts I have had would be if my older students could create some of their own activities after using some of the activities on theis site. Being careful of copyright of course. Let me know what you think.
Thursday, April 17, 2008
US Research in Primary Grades
I thought it would be good to find a little more research especially from the US and in addition this article is in the primary grades. Through the web site techLearning.com there is an article Interactive Whiteboards for Interactive Teaching and Learning by Diane D. Painter, Elizabeth Whiting and Brenda Wolters (retrieved 4-17-08) that talks about how two second grade teachers used Interactive whiteboards and journaled their thoughts. The beginning of the article refers to the research that I have already read and used for this blog.
I found that on page 3 they talk about the "nine instructional technology strategies that Brabec, Fisher and Pitler (2004) said are effective in promoting student achievement." as I read further, there were two of these strategies on pg 3 that I found most relevant to my study.
One involved using story planners, completing data retrieval charts and creating column lists. all of these strategies apply to reading and could be used to enhance the skills of reading.
Another strategy involves linguistic and non-linguistic learning which included using cloze sentences that help with reading comprehension and vocabulary. I like the way the author is very specific about the strategies used. Although the data for the results is not conclusive.
Most importantly this article is very much about the interactivity of the IWB which is the other part of my study.
Be sure to check out the teacher links on page 4 under the Conclusions and Implications heading where you can link to the teachers' journaling from the study. It is good to read about how Wolters remembers using handwritten charts and wipe off markers which took hours to prepare. I can relate to that. Not only does the IWB make charts and information easily visible, the key factor is the interactivity. That is what the IWB provides that other technology doesn't.
I found that on page 3 they talk about the "nine instructional technology strategies that Brabec, Fisher and Pitler (2004) said are effective in promoting student achievement." as I read further, there were two of these strategies on pg 3 that I found most relevant to my study.
One involved using story planners, completing data retrieval charts and creating column lists. all of these strategies apply to reading and could be used to enhance the skills of reading.
Another strategy involves linguistic and non-linguistic learning which included using cloze sentences that help with reading comprehension and vocabulary. I like the way the author is very specific about the strategies used. Although the data for the results is not conclusive.
Most importantly this article is very much about the interactivity of the IWB which is the other part of my study.
Be sure to check out the teacher links on page 4 under the Conclusions and Implications heading where you can link to the teachers' journaling from the study. It is good to read about how Wolters remembers using handwritten charts and wipe off markers which took hours to prepare. I can relate to that. Not only does the IWB make charts and information easily visible, the key factor is the interactivity. That is what the IWB provides that other technology doesn't.
Sunday, April 13, 2008
Reasearch Article
In an article from the Arkansas Educational Research and Policy Studies Journal
Spring 2003, Vol. 3, No. 1, pp. 81-86 there is and article by Meredith A. McCormack and
Michael S. Ward, University of Arkansas Little Rock. I could not figure out how to link this since it appears as a pdf on a Google Scholar search. In this article a second grade teacher reports on her use of a SMARTboard in her classroom of second graders. I found that she talks about many of the same things others say like the increased interest of students when the SMARTboard is used. Specifically McCormack highlights the use of the SMARTboard during her language arts centers. She likes the features of students being able to save their work and she can check it later, she can also see what level the students are achieving to guide future instruction. In her writing center McCormack features the ability for students to edit and revise their work and again be able to save it for future use.
McCormack repeatedly speaks of the feature of being able to save work, changes, lessons, etc. and the ability to retrieve the information for future uses.
This article supports the many others that the IWB affects the make up of the classroom. It doesn't give statistics as to the learning results of the students. The article definitely is supportive for the benefits for the teacher.
McCormack uses several references to support her statements but as I said not much documentation of her research. It is a worthwhile article on the subject and gives food for thought.
If anyone can tell me how to link a pdf, let me know.
Spring 2003, Vol. 3, No. 1, pp. 81-86 there is and article by Meredith A. McCormack and
Michael S. Ward, University of Arkansas Little Rock. I could not figure out how to link this since it appears as a pdf on a Google Scholar search. In this article a second grade teacher reports on her use of a SMARTboard in her classroom of second graders. I found that she talks about many of the same things others say like the increased interest of students when the SMARTboard is used. Specifically McCormack highlights the use of the SMARTboard during her language arts centers. She likes the features of students being able to save their work and she can check it later, she can also see what level the students are achieving to guide future instruction. In her writing center McCormack features the ability for students to edit and revise their work and again be able to save it for future use.
McCormack repeatedly speaks of the feature of being able to save work, changes, lessons, etc. and the ability to retrieve the information for future uses.
This article supports the many others that the IWB affects the make up of the classroom. It doesn't give statistics as to the learning results of the students. The article definitely is supportive for the benefits for the teacher.
McCormack uses several references to support her statements but as I said not much documentation of her research. It is a worthwhile article on the subject and gives food for thought.
If anyone can tell me how to link a pdf, let me know.
Saturday, April 12, 2008
Story Line Online
I have found a nice site that has members of the Screen Actors Guild read stories online. You can find it at: http://www.storylineonline.net/
The reason I like this site is the feature to have the reading at full screen. The video quality is excellent and it is always nice to have someone different read a story. The selections are many of the stories I read to the class in the school year. There are related activities and more related activities that are very useful. They incorporate comprehension and extended activities. Another nice feature is the ability to print the activities guide. This is helpful when working on lesson plans.
Now to tie in the interactive whiteboard, I could see myself using the readings full screen and it would be like a movie for the students. We could do the activities together on the IWB using the pens to highlight and answer the questions. When the activities provide a website to search further we could do this as a whole group. In keeping with the key focus of interactivity, the students would be working on the board as we discussed the story whole or small group. My purpose for searching for activities for the IWB is to have a many ideas that I can use to help students in reading. While this sight would also be great for one or two students to work on the computer, the IWB allows for guided instruction all students can benefit from.
The reason I like this site is the feature to have the reading at full screen. The video quality is excellent and it is always nice to have someone different read a story. The selections are many of the stories I read to the class in the school year. There are related activities and more related activities that are very useful. They incorporate comprehension and extended activities. Another nice feature is the ability to print the activities guide. This is helpful when working on lesson plans.
Now to tie in the interactive whiteboard, I could see myself using the readings full screen and it would be like a movie for the students. We could do the activities together on the IWB using the pens to highlight and answer the questions. When the activities provide a website to search further we could do this as a whole group. In keeping with the key focus of interactivity, the students would be working on the board as we discussed the story whole or small group. My purpose for searching for activities for the IWB is to have a many ideas that I can use to help students in reading. While this sight would also be great for one or two students to work on the computer, the IWB allows for guided instruction all students can benefit from.
Friday, April 11, 2008
The Media Equation
This is a little divergence from the main topic to include an assignment from my Ed Tech coursework this semester. After reading the first chapter of the book The Media Equation by Reeves, Byron, and Clifford Nass. 1996, Cambridge University Press, I had to think about the claims of "media equal real life". Now I can easily understand how that applies to young children. Young children are very literal and it doesn't take much for them to think things on TV or computers are real. I can remember my elderly grandmother wondering how an actress on one TV show had died and then is alive and well on another show. There is also the concern of the violence on videos and games desensitizing youth to violence. But I'm not sure that I'm a part of this equation.
If media is the same as real life, then we need to think about how and what we present to students using technology. As I think about this in relationship to the interactive whiteboard use, I need to realize that the students can and often will believe whatever is presented is real. The IWB allows pictures to be life size which would only add to the reality factor. I already know that the students are amazed by the interactive pens and can't figure out why they only work on the IWB and how you can interchange the colors and also use your finger for writing. They have difficulty understanding the technology behind the writing on the IWB. You can see the emotions on their faces when photos and or film is presented to them. Sometimes you can even catch a child talking back to a character or picture. When the students are playing a game on the board, they will press harder as their excitement increases as if that would make a difference in how the IWB will react. Although this hasn't happened in my class, I can imagine very young student peeking behind the board looking for the "real" thing.
I have never really thought about this topic and it's relationship to teaching. I do know that the ages I teach are very literal. Like when I had been talking about us having a make-up day due to hurricanes and one young girl asked if that meant we would have to wear make-up. I will look differently at what I use on the IWB and help the young ones to recognize the that the images are media and not real. It also affects the use of movement on the screen, as Reeves, Byron, and Clifford say, to orient the students to the screen. This could be why the interactive dice I use with the IWB are so popular with the students.
As for me, well, when I am talking to my computer to try and get it to do what I want or lamenting the frozen screen or laughing at a photo that touches my funny bone I guess I am treating the media as real life. Hmmmmm.
If you would like to read the chapter, go to:
http://guir.berkeley.edu/courses/cs198/papers/mediaeq.pdf
If media is the same as real life, then we need to think about how and what we present to students using technology. As I think about this in relationship to the interactive whiteboard use, I need to realize that the students can and often will believe whatever is presented is real. The IWB allows pictures to be life size which would only add to the reality factor. I already know that the students are amazed by the interactive pens and can't figure out why they only work on the IWB and how you can interchange the colors and also use your finger for writing. They have difficulty understanding the technology behind the writing on the IWB. You can see the emotions on their faces when photos and or film is presented to them. Sometimes you can even catch a child talking back to a character or picture. When the students are playing a game on the board, they will press harder as their excitement increases as if that would make a difference in how the IWB will react. Although this hasn't happened in my class, I can imagine very young student peeking behind the board looking for the "real" thing.
I have never really thought about this topic and it's relationship to teaching. I do know that the ages I teach are very literal. Like when I had been talking about us having a make-up day due to hurricanes and one young girl asked if that meant we would have to wear make-up. I will look differently at what I use on the IWB and help the young ones to recognize the that the images are media and not real. It also affects the use of movement on the screen, as Reeves, Byron, and Clifford say, to orient the students to the screen. This could be why the interactive dice I use with the IWB are so popular with the students.
As for me, well, when I am talking to my computer to try and get it to do what I want or lamenting the frozen screen or laughing at a photo that touches my funny bone I guess I am treating the media as real life. Hmmmmm.
If you would like to read the chapter, go to:
http://guir.berkeley.edu/courses/cs198/papers/mediaeq.pdf
Monday, April 7, 2008
Tumblebooks
I have been struggling to find good sites to use with the Smartboard to help students with reading comprehension for two nights. Then I just remembered that our school has a subscription to Tumblebooks. You can receive a trial at their site http://www.tumblebooks.com/
What I like about this sight is the variety of leveled books, the easy to navigate sight and the quizzes that are available. Presenting the books on the Smartboard allows the entire class to read the story and work through the quiz together. Comprehension test taking skills can be worked on with highlighting of important text. The books are readily available in the school library so the students can practice independently. In the search for helping young students with comprehension, I find this program very useful.
Another very useful tool is the feature to allow you to write a book report on the story. The student is provided a template to write a book report. This could be very effective on the Smartboard. When the report is completed, then the report can be printed. There are also options to have French or Spanish print also.
I can see this being very useful toward helping students to understand comprehension.
What I like about this sight is the variety of leveled books, the easy to navigate sight and the quizzes that are available. Presenting the books on the Smartboard allows the entire class to read the story and work through the quiz together. Comprehension test taking skills can be worked on with highlighting of important text. The books are readily available in the school library so the students can practice independently. In the search for helping young students with comprehension, I find this program very useful.
Another very useful tool is the feature to allow you to write a book report on the story. The student is provided a template to write a book report. This could be very effective on the Smartboard. When the report is completed, then the report can be printed. There are also options to have French or Spanish print also.
I can see this being very useful toward helping students to understand comprehension.
Saturday, April 5, 2008
Interactive Poetry lesson for beginning readers
As I narrow my topic to actual activities for reading comprehension that can be interactive with primary students, I have found a site titled Interactive Internet Resources retrieved 4-5-08.
http://www1.center.k12.mo.us/edtech/resources/SBsites.htm
There a many links through this site that are recommended for interactive white boards. The one I focused on was Read Write Think at
http://www.readwritethink.org/lessons/lesson_view.asp?id=883
retrieved 4-5-08
This lesson is very detailed and includes reading and writing activities using simple rhyming poetry to increase vocabulary, comprehension and writing skills. There is a reference from The Reading Teacher, 57, 490-492 by L.B. Gambrelll (2004) to support the connection between oral language and early reading.
The objectives and instructional plan make it very easy to implement these lessons immediately and allow for customizing the poetry to your students needs.
Another advantage of this site would be the use for English language learners. I am certified for ESOL students and am always looking for ways to increase their vocabulary skills.
Using the lessons on the SMART board allows for the whole group to work on the skills and using the interactive pens and or highlighting is a great way to point out the skills. Pictures may be added to further support vocabulary learning.
Another tool the lessons recommend is the Flip Book at http://www.readwritethink.org/materials/flipbook/
At first I was excited about this feature but I have not been able to keep it on the SMART board. I will have to investigate it more. The "Flip Book" allows you to make a book with tabbed labels. There are many applications for the "Flip Book" in all subject areas.
The lesson site even has IRA ans NCTE standards. I plan to return and seek more lessons that will help with reading comprehension and IWB use. I am also excited about the many other lessons and sites that are posted for other subject areas. This may also promote comprehension in the content area.
http://www1.center.k12.mo.us/edtech/resources/SBsites.htm
There a many links through this site that are recommended for interactive white boards. The one I focused on was Read Write Think at
http://www.readwritethink.org/lessons/lesson_view.asp?id=883
retrieved 4-5-08
This lesson is very detailed and includes reading and writing activities using simple rhyming poetry to increase vocabulary, comprehension and writing skills. There is a reference from The Reading Teacher, 57, 490-492 by L.B. Gambrelll (2004) to support the connection between oral language and early reading.
The objectives and instructional plan make it very easy to implement these lessons immediately and allow for customizing the poetry to your students needs.
Another advantage of this site would be the use for English language learners. I am certified for ESOL students and am always looking for ways to increase their vocabulary skills.
Using the lessons on the SMART board allows for the whole group to work on the skills and using the interactive pens and or highlighting is a great way to point out the skills. Pictures may be added to further support vocabulary learning.
Another tool the lessons recommend is the Flip Book at http://www.readwritethink.org/materials/flipbook/
At first I was excited about this feature but I have not been able to keep it on the SMART board. I will have to investigate it more. The "Flip Book" allows you to make a book with tabbed labels. There are many applications for the "Flip Book" in all subject areas.
The lesson site even has IRA ans NCTE standards. I plan to return and seek more lessons that will help with reading comprehension and IWB use. I am also excited about the many other lessons and sites that are posted for other subject areas. This may also promote comprehension in the content area.
Thursday, April 3, 2008
Teachertube
I am trying to narrow my focus on the Interactive white board. After reviewing my original post, I am going to look for ways to use the IWB to teach reading and comprehension in the classroom while keeping the activities and lessons interactive. I am mostly interested in the activities for the students to use. If you have any suggestions on how I can narrow the topic, I welcome them. While searching for more articles I came upon a site called "TeacherTube"
retrieved 4-3-08
http://www.teachertube.com/uprofile.php?UID=68022
This sight contains videos of SMART Board uses (SMART classroom's video album). There are basic 2 minute tutorials, which are helpful reminders or information to add to your SMART Board "how to" collection. If you click on the link to the left "View my: videos" you will get a list of the clips available to view.
2 students from Edmonton, Alberta, have a short broadcast that shows the use of the SMART board in their school. Quite interesting is how the students point out what is important to them. I learned that you can use headphones when students are working on the board during centers. Anxious to try it.
The clip that was most helpful for me was done by a kindergarten teacher in PA., Mary Lehman. This video is an overview of how Mary uses the SMART board in her classroom. She won the "World Teachers Day 2007 North America Award". What I picked up from her video was how she used pictures to have students sequence a story. I could see my students writing off of this. She talks and shows how she has students writing typed into a Word document and then can share and edit with the entire class if the student allows. Since writing and reading are so tightly knit, I can see the use to benefit all students in the classroom.
I hope you will visit this sight since the videos are so nice and their are many topics including international videos.
retrieved 4-3-08
http://www.teachertube.com/uprofile.php?UID=68022
This sight contains videos of SMART Board uses (SMART classroom's video album). There are basic 2 minute tutorials, which are helpful reminders or information to add to your SMART Board "how to" collection. If you click on the link to the left "View my: videos" you will get a list of the clips available to view.
2 students from Edmonton, Alberta, have a short broadcast that shows the use of the SMART board in their school. Quite interesting is how the students point out what is important to them. I learned that you can use headphones when students are working on the board during centers. Anxious to try it.
The clip that was most helpful for me was done by a kindergarten teacher in PA., Mary Lehman. This video is an overview of how Mary uses the SMART board in her classroom. She won the "World Teachers Day 2007 North America Award". What I picked up from her video was how she used pictures to have students sequence a story. I could see my students writing off of this. She talks and shows how she has students writing typed into a Word document and then can share and edit with the entire class if the student allows. Since writing and reading are so tightly knit, I can see the use to benefit all students in the classroom.
I hope you will visit this sight since the videos are so nice and their are many topics including international videos.
Saturday, March 29, 2008
Pro IWB and Benefits in the Classroom
I have come across a site via the "Virtual Learning" website http://www.virtuallearning.org.uk/iwb/index.html retrieved 3-30-08
that talks about he benefits of IWBs in the classroom. First of all, the Virtual Learning site is full of resources involving e-learning. I encourage anyone interested to check out the home sight.
The article I read is provided by Chris Warren of Actis Ltd. and is easy to read. I retrieved the site 3-30-08.
http://www.virtuallearning.org.uk/whiteboards/An_approach_to_an_effective_methodology.pdf
First off there is a comparison of a single computer to the use of an IWB. Of course the result is that more students are being reached in the same amount of time. I particularly like the diagrams, which help to clarify the information. I am a visual learner. The article talks much on the value of the teacher in the use of IWBs. The teacher is the mediator between the content on the whiteboard and the students. Without the teacher, the interaction would be more like a computer game. The teacher helps to fill in the gaps.
The article suggests that you do not design the lessons with all the information. Therefore, the students have to provide the answers or information. A way to show comprehension. The emphasis is on the "whole" class versus a single student in front of a single computer screen.
I like the way the information is presented in an outline format. It is clear and concise. A good resource.
that talks about he benefits of IWBs in the classroom. First of all, the Virtual Learning site is full of resources involving e-learning. I encourage anyone interested to check out the home sight.
The article I read is provided by Chris Warren of Actis Ltd. and is easy to read. I retrieved the site 3-30-08.
http://www.virtuallearning.org.uk/whiteboards/An_approach_to_an_effective_methodology.pdf
First off there is a comparison of a single computer to the use of an IWB. Of course the result is that more students are being reached in the same amount of time. I particularly like the diagrams, which help to clarify the information. I am a visual learner. The article talks much on the value of the teacher in the use of IWBs. The teacher is the mediator between the content on the whiteboard and the students. Without the teacher, the interaction would be more like a computer game. The teacher helps to fill in the gaps.
The article suggests that you do not design the lessons with all the information. Therefore, the students have to provide the answers or information. A way to show comprehension. The emphasis is on the "whole" class versus a single student in front of a single computer screen.
I like the way the information is presented in an outline format. It is clear and concise. A good resource.
Friday, March 28, 2008
Virginia ED Tech forum
This is a forum sight from the Virginia Society for Technology in Education group.
http://forums.vste.org/showthread.php?t=7&highlight=Interactive+whiteboards
You need to register to this sight, it is free, to post. The sight itself is full of all kinds of educational technology articles and information. I read an article from the "Free Lance Star" a newspaper in Fredericksburg Virginia. http://fredericksburg.com/News/FLS/2005/112005/11012005/141841/index_html?page=1
The article is from 2005 and is a general article about an elementary school and its using of an IWB that they received from a grant. The area that interested me was the use of ACTIVotes, hand held devices that allow the students to interact with the IWB. The teacher can ask questions and the students can respond. I remember seeing something like this at the recent FETC (Florida Educational Technology Conference) in January. I think I would like to write a grant to obtain a set of these interactive devices to use with my SMARTboard. I will look for more information and maybe some research about the hand-helds and IWBs. With assessment driving so many aspects of education presently, I am always interested in different ways to assess.
http://forums.vste.org/showthread.php?t=7&highlight=Interactive+whiteboards
You need to register to this sight, it is free, to post. The sight itself is full of all kinds of educational technology articles and information. I read an article from the "Free Lance Star" a newspaper in Fredericksburg Virginia. http://fredericksburg.com/News/FLS/2005/112005/11012005/141841/index_html?page=1
The article is from 2005 and is a general article about an elementary school and its using of an IWB that they received from a grant. The area that interested me was the use of ACTIVotes, hand held devices that allow the students to interact with the IWB. The teacher can ask questions and the students can respond. I remember seeing something like this at the recent FETC (Florida Educational Technology Conference) in January. I think I would like to write a grant to obtain a set of these interactive devices to use with my SMARTboard. I will look for more information and maybe some research about the hand-helds and IWBs. With assessment driving so many aspects of education presently, I am always interested in different ways to assess.
Wednesday, March 26, 2008
The Solvie Research Paper and more
I found the complete paper that Solvie had written that I talked about in an earlier post on March 14. The statistical data is interesting to see and helps with understanding her earlier post. I know some of you wanted to see more of the research. The first post was from an article in Reading Teacher magazine. The new link is: http://smarterkids.org/research/paper13.asp
Retrieved 3-27-08
The research concentrated on the student attention during literacy lessons. The same amount of lessons were used with and without the SMART board. The sample was small, 16 first grade students. I would like to see a study with more students and different assessment.
Also, for this posting I found a blogging sight called "Teachers Love Smart Boards" by James Hollis, retrieved 3-27-08. http://www.blogcatalog.com/blogs/teachers-love-smart-boards/posts/tag/smart%20boa
This blogging sight has a lot of SMART board information plus what seems like advertisement. Looking through some of the posts there is one on Sept. 11, 2007 that lists positives and negatives of the SMART Board in the classroom. A major negative deals with the proper training and follow-up for the teachers in the classroom. I am currently experiencing this at my school. I take some time once a week after school for an hour or so to help a teacher learn about the SMART Board but she is still very hesitant to use it without support in the room. We have had several in-services at school but not much follow up. It seems that when some teachers get the SMART board in their room, they become possessive and do not want to share. I'm not sure what the answer is.
Another post I found interesting is the September 9, 2007 titled Smart Boards - How to Integrate into Classroom. In this post you are taken to an article by Allisyn Levy titled How to Integrate a SmartBoard into Your Teaching.
The article is very short and basic but the additional resources at the end are useful.
I'm still struggling to get research to help with determining the effectiveness of Interactive White Boards and early reading so I would like to know if there are any search tips some one can give me. I only know the basics.
Retrieved 3-27-08
The research concentrated on the student attention during literacy lessons. The same amount of lessons were used with and without the SMART board. The sample was small, 16 first grade students. I would like to see a study with more students and different assessment.
Also, for this posting I found a blogging sight called "Teachers Love Smart Boards" by James Hollis, retrieved 3-27-08. http://www.blogcatalog.com/blogs/teachers-love-smart-boards/posts/tag/smart%20boa
This blogging sight has a lot of SMART board information plus what seems like advertisement. Looking through some of the posts there is one on Sept. 11, 2007 that lists positives and negatives of the SMART Board in the classroom. A major negative deals with the proper training and follow-up for the teachers in the classroom. I am currently experiencing this at my school. I take some time once a week after school for an hour or so to help a teacher learn about the SMART Board but she is still very hesitant to use it without support in the room. We have had several in-services at school but not much follow up. It seems that when some teachers get the SMART board in their room, they become possessive and do not want to share. I'm not sure what the answer is.
Another post I found interesting is the September 9, 2007 titled Smart Boards - How to Integrate into Classroom. In this post you are taken to an article by Allisyn Levy titled How to Integrate a SmartBoard into Your Teaching.
The article is very short and basic but the additional resources at the end are useful.
I'm still struggling to get research to help with determining the effectiveness of Interactive White Boards and early reading so I would like to know if there are any search tips some one can give me. I only know the basics.
Sunday, March 23, 2008
Research
Retrieved 3-23-08
http://smarterkids.org/research/library_subject.asp
I have found a web sight that has many research links concerning Interactive Whiteboards. Jessica, feel free to use this sight to help with your quest. There are plenty of links. The specific link I used tonight was : http://smarterkids.org/research/paper6.asp#intro
This link is a Research paper conducted by Mary Ann Bell of Baylor University in the
Winter 1998. The paper was constructed in typical research style so I have summarized some of the key points and where to locate them in the paper.
the purpose of the study was " investigate the use of the interactive electronic whiteboard in instruction." (Bell, 1998) Bell had a limited number of participants in the survey due to the nature of the need for participants to have experience with IWBs and the ability tp reach a variety of education users. In Chapter 2 of the survey, there is a review of the literature and a history of the use of IWBs in education. Chapter 3 provides the research design.
Chapter 4 is what I call the nitty-gritty, the demographic information. Bell used Likert Scale questions:
1. Ease of use. One of the answers described the ability to use the board to show groups how to use computer applications and software.
2. Effectiveness as a teaching tool. Answers included the document camera and use in writer's workshop for revision and ideas.
There was a section for student responses. They were generally positive and fun.
3. What they liked best. The interactivity was implied and student motivation.
4. Unintended use. One was happy to find the option of videoconferencing.
5.What they liked least. the complexity of the cords and the logistics of situating the board. Cost was another key factor.
I am happy to have found a typical research paper although it doesn't have information concerning the effectiveness of student learning. I plan to look at some more of the information on the main site that provides the links where this paper was located.
http://smarterkids.org/research/library_subject.asp
I have found a web sight that has many research links concerning Interactive Whiteboards. Jessica, feel free to use this sight to help with your quest. There are plenty of links. The specific link I used tonight was : http://smarterkids.org/research/paper6.asp#intro
This link is a Research paper conducted by Mary Ann Bell of Baylor University in the
Winter 1998. The paper was constructed in typical research style so I have summarized some of the key points and where to locate them in the paper.
the purpose of the study was " investigate the use of the interactive electronic whiteboard in instruction." (Bell, 1998) Bell had a limited number of participants in the survey due to the nature of the need for participants to have experience with IWBs and the ability tp reach a variety of education users. In Chapter 2 of the survey, there is a review of the literature and a history of the use of IWBs in education. Chapter 3 provides the research design.
Chapter 4 is what I call the nitty-gritty, the demographic information. Bell used Likert Scale questions:
1. Ease of use. One of the answers described the ability to use the board to show groups how to use computer applications and software.
2. Effectiveness as a teaching tool. Answers included the document camera and use in writer's workshop for revision and ideas.
There was a section for student responses. They were generally positive and fun.
3. What they liked best. The interactivity was implied and student motivation.
4. Unintended use. One was happy to find the option of videoconferencing.
5.What they liked least. the complexity of the cords and the logistics of situating the board. Cost was another key factor.
I am happy to have found a typical research paper although it doesn't have information concerning the effectiveness of student learning. I plan to look at some more of the information on the main site that provides the links where this paper was located.
Saturday, March 22, 2008
Teachers Talk About Their Uses of Interactive Whiteboards
Retrieved March 22, 2008
From the School Planning & Management magazine, January 2008
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1705
Several teachers comment on their uses of an IWB. I am glad that this article is from the US to compare to what has been published in the UK. I also hope that my group gets to look at this since the teachers come from a variety of backgrounds, including special ed and middle school.
The author, Ellen Kollie, reports on the use of IWBs by teachers. First, a teacher from a high school in Richmond, Va teaching students with learning disabilities. He talks about using a document camera to introduce activities. I like the practical use to help students with job applications, a real world need. He also likes that the IWB allows him to access a variety of applications to use with what he needs to teach. I imagine this could also help his student learn to use basic computer programs that are now so important to job success. I would think if it was possible to put a cash register or other electronic device that is commonly used in the workplace would be helpful. Not to lower expectations but to provide needed skills.
Next, middle school teachers ,one in speech and language and the other an intervention specialist discuss their use of the IWB. A way that I think is very valuable is the use of posting the students' "daily planner". They can manipulate the information to put it in a more understandable order. They also talk about reading the newspaper online.
The last section discusses professional development with a program called eMint (enhancing Missouri’s Instructional Networked Teaching Strategies.) This training has a goal to instruct teachers how to use the technology to improve test scores. The article talks about the benefit of improvement of student behavior. Several articles discuss the behavior improvement aspect due to more student attention and motivation when using IWBs. The eMInt program is very extensive and when completed the teachers receive the tools necessary to implement what they have learned.
There is so much to learn about this subject. The IWB provides so many avenues to impart instruction and have students work using several modalities.
From the School Planning & Management magazine, January 2008
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1705
Several teachers comment on their uses of an IWB. I am glad that this article is from the US to compare to what has been published in the UK. I also hope that my group gets to look at this since the teachers come from a variety of backgrounds, including special ed and middle school.
The author, Ellen Kollie, reports on the use of IWBs by teachers. First, a teacher from a high school in Richmond, Va teaching students with learning disabilities. He talks about using a document camera to introduce activities. I like the practical use to help students with job applications, a real world need. He also likes that the IWB allows him to access a variety of applications to use with what he needs to teach. I imagine this could also help his student learn to use basic computer programs that are now so important to job success. I would think if it was possible to put a cash register or other electronic device that is commonly used in the workplace would be helpful. Not to lower expectations but to provide needed skills.
Next, middle school teachers ,one in speech and language and the other an intervention specialist discuss their use of the IWB. A way that I think is very valuable is the use of posting the students' "daily planner". They can manipulate the information to put it in a more understandable order. They also talk about reading the newspaper online.
The last section discusses professional development with a program called eMint (enhancing Missouri’s Instructional Networked Teaching Strategies.) This training has a goal to instruct teachers how to use the technology to improve test scores. The article talks about the benefit of improvement of student behavior. Several articles discuss the behavior improvement aspect due to more student attention and motivation when using IWBs. The eMInt program is very extensive and when completed the teachers receive the tools necessary to implement what they have learned.
There is so much to learn about this subject. The IWB provides so many avenues to impart instruction and have students work using several modalities.
Monday, March 17, 2008
Some Research, from SMART Technologies
New Smart Technologies, retrieved 3-17-08
http://www2.smarttech.com/st/en-US/About+Us/News+Room/Media+Releases/2007+Media+Releases.htm?guid=%7B1532C3A3-2A10-4B71-88CD-2F2DA64D8F76%7D
Here is some recent research on the use of interactive white boards and student achievement. The research is from schools in the UK and is quite positive. I am interested that it discusses the gains in math over a two year period of 2.5-5 months. That is considerable.
Another part of the research was to evaluate the length of exposure to IWBs and the impact on student learning. The subjects most noted with improvement were math, science and English.
The summary report is at: http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/whiteboards_expansion_summary.pdf.
One of the key components was that results were better when the IWB use was consistent and long term. Although the research is published by SMART Technologies, the maker of SMART Board™ interactive whiteboards, the report says that only 63% of the boards were their brand. Which , to me, gives the report more reliablity. I am anxious to read more about research in this area to compare results. I am looking for results in the US.
At the end of the report there is a list of advantages to the extended use of IWBs including addressing the multiple learning styles and better student motivation. Hmmm.
http://www2.smarttech.com/st/en-US/About+Us/News+Room/Media+Releases/2007+Media+Releases.htm?guid=%7B1532C3A3-2A10-4B71-88CD-2F2DA64D8F76%7D
Here is some recent research on the use of interactive white boards and student achievement. The research is from schools in the UK and is quite positive. I am interested that it discusses the gains in math over a two year period of 2.5-5 months. That is considerable.
Another part of the research was to evaluate the length of exposure to IWBs and the impact on student learning. The subjects most noted with improvement were math, science and English.
The summary report is at: http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/whiteboards_expansion_summary.pdf.
One of the key components was that results were better when the IWB use was consistent and long term. Although the research is published by SMART Technologies, the maker of SMART Board™ interactive whiteboards, the report says that only 63% of the boards were their brand. Which , to me, gives the report more reliablity. I am anxious to read more about research in this area to compare results. I am looking for results in the US.
At the end of the report there is a list of advantages to the extended use of IWBs including addressing the multiple learning styles and better student motivation. Hmmm.
Sunday, March 16, 2008
Great Site for Interactive Whiteboard Ideas
Retrieved 3-16-08
From the FDLRS, Interactive Whiteboards in the Classroom
www.fsdb.k12.fl.us/rmc/tutorials/whiteboards.html, last updated 2-27-08
First, I want to let you know that I will be using IWB to mean interactive white board in my blog posts from now on. Hopefully save some time.
I think I've found a site I will be using in my classroom this week. while it doesn't contain much research, there is a lot of information that anyone using an IWB could use. The site is sponsored by the Florida Diagnostic and Learning Resources System (FDLRS) and is updated regularly. Some of the features of on this site include:
A list of ways to use IWBs in the classroom from the Instructional Technology Department of the Wichita Public Schools. A new one for me is to end each day by having students write down one thing they have learned. I also like writing a class book and narrating it with the audio feature.
Next there are pictures of the various types of IWBs and links to their company sites. this is helpful if you are looking for features and what companies have to offer.
Another linked section has a list of IWB tutorials and templates. I liked the link Engaging Learners the SMARTboard Way, under the heading Elementary, Simple Machines. I could of used this a couple weeks ago with our science unit. Might still use it as a review.
Interactive Websites is the next heading. This is headed as Resource Materials and Technology for the Deaf and Hard of Hearing. Some of these sites have free activities and games and some have subscriptions. There are many!!
Lastly, there is a section of Software to Download. There are several Jeopardy type games in this section.
I hope that some of you enjoy this site and I will hopefully be able to use some of this information as I search for ways to make my SMARTboard more interactive and useful in my classroom.
From the FDLRS, Interactive Whiteboards in the Classroom
www.fsdb.k12.fl.us/rmc/tutorials/whiteboards.html, last updated 2-27-08
First, I want to let you know that I will be using IWB to mean interactive white board in my blog posts from now on. Hopefully save some time.
I think I've found a site I will be using in my classroom this week. while it doesn't contain much research, there is a lot of information that anyone using an IWB could use. The site is sponsored by the Florida Diagnostic and Learning Resources System (FDLRS) and is updated regularly. Some of the features of on this site include:
A list of ways to use IWBs in the classroom from the Instructional Technology Department of the Wichita Public Schools. A new one for me is to end each day by having students write down one thing they have learned. I also like writing a class book and narrating it with the audio feature.
Next there are pictures of the various types of IWBs and links to their company sites. this is helpful if you are looking for features and what companies have to offer.
Another linked section has a list of IWB tutorials and templates. I liked the link Engaging Learners the SMARTboard Way, under the heading Elementary, Simple Machines. I could of used this a couple weeks ago with our science unit. Might still use it as a review.
Interactive Websites is the next heading. This is headed as Resource Materials and Technology for the Deaf and Hard of Hearing. Some of these sites have free activities and games and some have subscriptions. There are many!!
Lastly, there is a section of Software to Download. There are several Jeopardy type games in this section.
I hope that some of you enjoy this site and I will hopefully be able to use some of this information as I search for ways to make my SMARTboard more interactive and useful in my classroom.
Friday, March 14, 2008
A primary teacher's experience with an interactive whiteboard and reading instruction
Solvie, P.A. (2004, February). The digital whiteboard: A tool in early literacy instruction [Teaching Tips department]. The Reading Teacher, 57(5), 484-487. Available: http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/RT/2-04_column/index.html
Retrieved March 14, 2008
This article written for the "Teaching Tips" section of The Reading Teacher (see citation above) deals exactly with what I am interested in concerning using an interactive whiteboard to improve reading instruction in the primary grades. Pamela Solvie writes about what she discovered when using an interactive whiteboard with her first grade readers. Solvie did find that her students were very motivated when they were using the interactive whiteboard by manipulating work or creating activities. Solvie also mentions the students are more attentive when the lesson includes the interactivity such as writing on the board and illustrating on the board.
Another area that Solvie speaks of is how the use of the interactive whiteboard and computer allows her to prepare lessons in advance, work with them in the classroom, save the work students have done and revisit the work for additional instruction and reinforcing skills. An area that interested me was the ability to take text apart even to the phonemes. This is a way for young students to recognize the connections of complete text made up of smaller parts. The students can manipulate the words and word parts using the interactive pens and highlighters. Solvie does remind us that interactive whiteboards are not to replace books and reading, but to better engage students with the lessons. I can only wonder, with the future holding more and more information on the web, does working with reading on an interactive whiteboard better prepare students to the future of books online? Even with the tech online classes I am taking, I find myself printing articles to read and highlight, but I know more computer savvy students are used to working exclusively on the computer. This may have nothing to do with my inquiry, but I know my young students are not at all intimated with technology.
The article also mentions the use of the internet with the interactive whiteboard. Solvie liked the way her students can use the tools to highlight, overwrite and illustrate on the board with the internet page. She also liked using the video and audio Solvie's research found that the interactive whiteboard "did not result in a significant improvement over traditional skill instruction" but she "found it (the interactive whtieboard) to be effective in other ways" (Polzie, 2004).
Retrieved March 14, 2008
This article written for the "Teaching Tips" section of The Reading Teacher (see citation above) deals exactly with what I am interested in concerning using an interactive whiteboard to improve reading instruction in the primary grades. Pamela Solvie writes about what she discovered when using an interactive whiteboard with her first grade readers. Solvie did find that her students were very motivated when they were using the interactive whiteboard by manipulating work or creating activities. Solvie also mentions the students are more attentive when the lesson includes the interactivity such as writing on the board and illustrating on the board.
Another area that Solvie speaks of is how the use of the interactive whiteboard and computer allows her to prepare lessons in advance, work with them in the classroom, save the work students have done and revisit the work for additional instruction and reinforcing skills. An area that interested me was the ability to take text apart even to the phonemes. This is a way for young students to recognize the connections of complete text made up of smaller parts. The students can manipulate the words and word parts using the interactive pens and highlighters. Solvie does remind us that interactive whiteboards are not to replace books and reading, but to better engage students with the lessons. I can only wonder, with the future holding more and more information on the web, does working with reading on an interactive whiteboard better prepare students to the future of books online? Even with the tech online classes I am taking, I find myself printing articles to read and highlight, but I know more computer savvy students are used to working exclusively on the computer. This may have nothing to do with my inquiry, but I know my young students are not at all intimated with technology.
The article also mentions the use of the internet with the interactive whiteboard. Solvie liked the way her students can use the tools to highlight, overwrite and illustrate on the board with the internet page. She also liked using the video and audio Solvie's research found that the interactive whiteboard "did not result in a significant improvement over traditional skill instruction" but she "found it (the interactive whtieboard) to be effective in other ways" (Polzie, 2004).
Thursday, March 13, 2008
Smart board testimony
Well, here I go, another try to post another blog. I've been back and forth with how to do this. Putting in a title, had to check others, finally just bookmarked my groups' sights because I couldn't get the feed to work yet (I'll keep trying) and lastly, when I was finally ready to post I got a message that Blogger wasn't available temporarily. OK enough diary stuff.
Thanks to my group member Anna I have my first web blog reference: retrieved March 12, 2008
http://misterteacher.blogspot.com/search/label/Smartboard
This blog is a testimony by James Tubb a 5th grade teacher at Wyoming Middle School in Wyoming, Ohio. James talks about how the Smart Board has changed his teaching. He makes three key points that he believes makes a difference with his students and his teaching.
One is about visualization, which he uses on virtually every lesson. Another key point is concerning how the use of the Smart board provides student interactivity. This is the area that I am most interested in. I do not want a glorified overhead but an integrative teaching tool. Tubb lastly points to the manipulation of activities on the Smart board encourages his students to think more creatively. A testimony like this is encouraging to me as I work to better use my Smart board.
I did want to bring attention to the Wikipedia website that gives some background information concerning interactive white boards and education. Retrieved March 13, 2008
http://en.wikipedia.org/wiki/Interactive_whiteboard#Classroom_uses
Section #5 provides Classroom uses and I will be checking out the recommended Academic literature reviews in section 5.1
This article discusses uses in the classroom and mentions that most teachers consider an interactive white board as time saving. The Tubb's blog above mentions the extreme amount of time it has taken him to create the lessons. Once you get the lessons as you like, then future uses will be more timely. A feature mentioned in this article is the ability of the teacher to be able to keep notes as an electronic file for future references. It is the preparation time that keeps me from using the Smart board more often and letting the students get the full benefit.
Just a note about my postings, I use the term Smart board because that is what I use in my classroom, I will be interchanging with the term interactive white board.
I welcome any advice on blogging as well as interactive white boards.
Thanks to my group member Anna I have my first web blog reference: retrieved March 12, 2008
http://misterteacher.blogspot.com/search/label/Smartboard
This blog is a testimony by James Tubb a 5th grade teacher at Wyoming Middle School in Wyoming, Ohio. James talks about how the Smart Board has changed his teaching. He makes three key points that he believes makes a difference with his students and his teaching.
One is about visualization, which he uses on virtually every lesson. Another key point is concerning how the use of the Smart board provides student interactivity. This is the area that I am most interested in. I do not want a glorified overhead but an integrative teaching tool. Tubb lastly points to the manipulation of activities on the Smart board encourages his students to think more creatively. A testimony like this is encouraging to me as I work to better use my Smart board.
I did want to bring attention to the Wikipedia website that gives some background information concerning interactive white boards and education. Retrieved March 13, 2008
http://en.wikipedia.org/wiki/Interactive_whiteboard#Classroom_uses
Section #5 provides Classroom uses and I will be checking out the recommended Academic literature reviews in section 5.1
This article discusses uses in the classroom and mentions that most teachers consider an interactive white board as time saving. The Tubb's blog above mentions the extreme amount of time it has taken him to create the lessons. Once you get the lessons as you like, then future uses will be more timely. A feature mentioned in this article is the ability of the teacher to be able to keep notes as an electronic file for future references. It is the preparation time that keeps me from using the Smart board more often and letting the students get the full benefit.
Just a note about my postings, I use the term Smart board because that is what I use in my classroom, I will be interchanging with the term interactive white board.
I welcome any advice on blogging as well as interactive white boards.
Sunday, March 9, 2008
Using Interactive White Boards for Early Reading
Hi,
I am a student at the University of Florida working on my Masters Degree in Educational Technology. I am also a teacher in a multi-age K,1,2 classroom
I have an interest as to the best way to use interactive white boards in the classroom to help beginning readers. I am interested in using the board in an interactive way. Not only do I want to use the board with the students, I want the students to be able to use the board independently at center time. I'm not looking for just game activities but as to whether the use of the board can make a difference in reading skills, fluency, and comprehension. I also know that my students enjoy using the board and need little motivation but I do not have any data as to whether the board has had any effect. I look forward to hearing from anyone who can give me some research as well as experiences they have had. I'm also looking for white board activities that would help with this issue.
Sue
I am a student at the University of Florida working on my Masters Degree in Educational Technology. I am also a teacher in a multi-age K,1,2 classroom
I have an interest as to the best way to use interactive white boards in the classroom to help beginning readers. I am interested in using the board in an interactive way. Not only do I want to use the board with the students, I want the students to be able to use the board independently at center time. I'm not looking for just game activities but as to whether the use of the board can make a difference in reading skills, fluency, and comprehension. I also know that my students enjoy using the board and need little motivation but I do not have any data as to whether the board has had any effect. I look forward to hearing from anyone who can give me some research as well as experiences they have had. I'm also looking for white board activities that would help with this issue.
Sue
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