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.
Thursday, April 17, 2008
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.
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