Best+Practice

//** Best Practice **//

__Learning Environment__: Mounting the board and projector permanently to eliminate the need to re-orient the board. Mounting the projector to the ceiling would serve to reduce the interference of shadows as one writes on the board. Eliminate cords and wires which run across the floor to connect the computer, projector, network and power source (Beeland, 2002). The cords could be beneath a false floor or replaced by wireless technology. //See links below: Whiteboard Installation//

__Lesson applications:__ Prepare students to use the board by giving them experience with the mechanics of integrating with the hardware and software before engaging in a learning situation (Glover, Miller, Averis, & Door, 2004). Maximise the use of audio and visual information, graphs, charts, pictures, movies, and Flash elements (Cuthell, 2005). Use test, quiz, and voting software to enhance student interaction (Gatlin, 2004). Record class notes for playback to students who are absent or need additional help (Reardon, 2004) Post notes, recordings and activities to the class website (Smart, 2004). Avoid the primary use of just PowerPoint and movies since these do not take full advantage of the interactivity of the board. Make use of graphic organisers and concept mapping software. Include students directly at the board, individually, in groups, and as teaching partners.

__Professional Development__ Design PD to meet teachers' developmental needs. Some will require technical hardware and software training while others will need support and training in utilising learner-centered pedagogy; provide plenty of resources and material (Glover et al, 2004). Give reluctant teachers plenty of time; identify early adopters and use their support to coach and mentor other teachers. It is important to encourage school leadership to support the adoption of this technology (Glover & Miller, 2003).

It is important that teachers receive appropriate Professional Development in the effective educational use of any ICT tool. To make effective use of interactive whiteboards teachers must be well versed in the usage of computers and software. Furthermore, having the appropriate instructional materials, coupled with strong classroom management skills and an awareness of the interaction between learning and teaching styles (i.e. visual and hands-on elements of learning). Teachers whose pedagogy is learner-centered will utilise and take the initiative to learn and employ the interactive whiteboard enthusiastically. Teachers who do not openly embrace learner-centered pedagogy would need more training and time to become fluent and fimilar with the use of interactive whiteboards. These teachers are not necessary resistant to the new technology or change, they just need more suppoprt. According to Glover, Miller & Averis (2004), providing teachers with a range of teaching materials (commercially and school developed) and time to employ the use of interactive whiteboard activities would lead to teacher success in using them.

//Useful Web Links -// Whiteboard Installation: [] [] 