1. ICT current trends (ie. IWBs)

Interactive whiteboards (IWBs) look just like regular whiteboards only they open up large numbers of possibilities for use. With a connection to a computer and the interactive screen and software that is provided with an IWB teachers can create interactive activities that students, or the teacher can complete on the board. These activities can be categorised into sorting, ordering, labelling and puzzle activities. Activities can be saved to be re used at any time, so can any notes that are written on the board (using the pens provided or via a keyboard). The most successful activities are ambiguous or have more than one solution, this helps promote discussion and higher order thinking in the classroom. (Kent, 2010)

This discussion can be in the form of working as a class to find a solution to an activity, students disagreeing with peers’ responses to the content or asking questions about what is shown on the IWB. By discussing answers the class forms a deeper understanding of the content and can see how other people might interpret things differently. (Kent, 2010)

Along with promoting discussion in the classroom interactive whiteboards can also help teachers put some of the productive pedagogy framework into practice. The discussion caused by ambiguous activities means that all students have a voice which is part of connectedness or creating a supportive classroom environment (Hayes, Lingard & Mills, 2000. Kent, 2007). Intellectual Quality is another productive pedagogy framework that can be implemented by an IWB, by having access to the internet students can find out and more information they want all they have to do is ask. (Kent, 2010) This can lead to discussions about quality sources and information literacy. Having instant access to the internet is another advantage of IWBs now online activities and websites can be seen as a whole class. Doing this is an example of how inclusivity, productive pedagogy can be achieved. (Kent, 2010. Hayes et al, 2000)

One down side to an IWB is that there is a lot of talking and looking happening in the classroom and not very much doing therefore people who learn better by doing something are left out. (Kent, 2010)

I believe that IWBs are a great tool for promoting high order thinking and having class discussions. Teachers can share their activities they have created and reuse them again. I would use an IWB in my classroom (given the option) to introduce new topics and test students understanding. I believe that IWBs should be used in classrooms as they are an enjoyable and easy way to implement productive pedagogies but they should be used in conjunction with other teaching methods as students who do not learn in a particular style are left out.



This game is an example of a puzzle activity that teachers can use on an IWB. All the teacher has to do is to save the game to their computer and open it on the IWB and students can control the game from the board.

References

Primary Games Arena. (n.d.). How can we stay healthy? [Learning Object]. Retrieved from http://primarygamesarena.com/How-can-we-stay-healthy212

SMART Love of Learning. (2010, May 3). Magical Classroom [Video file]. Retrieved from http://www.youtube.com/watch?v=dLdHbtuCIyY

Kent, P. (2010). Promoting intellectual quality with Interactive Whiteboards. In Secondary teaching with interactive whiteboards, (pp.13-40). South Yarra: Macmillan Education Australia. Retrieved from https://www.library.uq.edu.au/coursebank/get.php?id=34067028690294.pdf&copyright=yes

Hayes, D., Lingard, B. & Mills, M. (2000). Productive Pedagogies. Education Links, 60, 10-13. Retrieved from http://search.informit.com.au.ezproxy.library.uq.edu.au/fullText;dn=104606;res=AEIPT

Kent, P. (2007). Pedagogy before Technology, Presented at Latrobe University. Retrieved from https://learn.uq.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_10335_1%26url%3D