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18 educational models for use the DIGITAL WHITEBOARD (DWB). Includes activities for interactive whiteboard (IWB), document reader and electronic voting systems
Citation preview
(DWB consists of a computer and a video projector)
Includes activities for interactive whiteboard (IWB),
document camera and electronic voting systems
Includes findings from research conducted in DIM
V: 5.1
Dr. Pere Marquès (2014) http://peremarques.net/ UAB – network DIM
Illustrations: Ole C. Glad [email protected]
DIDACTIC GUIDE
FOR THE DIGITAL WHITEBOARD (DWB)
18 models for educational use in class
What is a digital
whiteboard, DWB?
• Elements: technological system composed of 2 elements (+ speakers)
- Video projector + projection surface (whiteboard, screen or wall)
or a large monitor
- and computer (or other digital device) connected to the Internet.
- Display: Images from the computer are seen on the projection screen
or the monitor that are functioning as “digital whiteboard". It is like a
large second computer screen that all students in class can see.
• Form of interaction: Images on the DWB can be interacted with with the
mouse and keyboard (over Bluetooth)
PD Pere Marquès (2014)
With a DWB, the infinite information in the Internet
and the digital material that we create or we have at our disposal
we can be projected and discussed in the classroom
digital whiteboard
computer video projector
projection screen
What is an interactive
whiteboard, IWB?
• Elements: technological system composed of 3 elements (+ speakers)
- Video projector + whiteboard or a large monitor
- computer (or other digital device) connected to the Internet.
- and cursor control device (which will either be portable or be
integrated in the whiteboard, monitor or projector).
• Display: Images from the computer are seen on the projection screen
or the monitor that are functioning as “interactive whiteboard”
• Form of interaction: Images on the DWB can be directly interacted with
with a pointer (in some IWB also with fingers) allowing:
- Making notes on the board (as in chalk black boards)
- Controlling your computer from your whiteboard and manipulating
projected graphics and multimedia (move, hide, change)
The added value of the IWB in front the DWB is the direct interaction on the board allowing
interactive activities, such as capturing images and recording video, using a magnifier...
PD
Per
e M
arq
uès
(20
14)
interactive digital whiteboard
computer video projector
interactive whiteboard
What is the impact of a DWB in the classroom? THE WANTED MAGIC OF THE DIGITAL WHITEBOARD
• Inexhaustible source of interactive multimedia information immediately available in class (it's like a magic mirror + genius Google)
• More channels of communication / interaction between teachers, students and educational content.
• Document viewer that allows you to share and discuss resources (developed by teachers and students, from the Internet ...).
• It facilitates the explanation of concepts and performing exercises.
• Students are more attentive and motivated; understand better the content; are more involved in the presentation of papers, discussions, group exercises ..
• More active and audiovisual classes; is easier to renew methodologies and managing diversity.
• Integrates the use of ICT in classroom activities: research information, and present work ...
• And for teachers: easy to use, it does not give problems, increases enthusiastic and professional self-esteem.
PD Pere Marquès (2008)
A good addition to digital whiteboards:
the document camera
• It is a video camera with zoom built into an adjustable foot that moves the
height and angle of the camera.
• It can be connected to a computer with DWB or directly to a projector or
large monitor classroom.
• It can display and scan any paper document or three-dimensional
object, multiplying the educational possibilities of the DWB (which only
displays digital documents).
PD Pere Marquès (2008)
Models
centered around
the TEACHER
The first set of models is focused on the activity and
initiative of the teacher. Students participate
answering questions, asking questions and doing
exercises assigned to them by the teacher. The use
and control of the DWB lies entirely in the hands of
the teacher.
activity/initiative
TEACHER
students
Pere Marquès & Ole C. Glad (2013)
Questions ?
Explanations
Pere Marquès & Ole C. Glad (2013)
1. The teacher explains and asks questions on the
DWB (master class)
• The teacher illustrates explanations with images and sound using multimedia materials like YouTube videos, diagrams, simulations, exercises etc. (or paper resources using a document reader).
• Teachers prepare material or search for resources online on websites with educational content.
• Students attend, take notes, ask and answer questions.
• Later the resources can be made available on the student blog (“The class journal" ) or in the school's educational intranet and enable the students to review the material.
OTHER OPTIONS
• Ask questions to assess the students' knowledge with the use of an electronic voting system allowing all class members to participate.
• Thinking out loud “training“ students on how to make an exercise.
• Review previous lessons and classes (DWB saves a copy of each session).
• Presenting educational material that students can work with on their computer individually or in groups.
Pere Marquès (2010)
2. Solving problems together
? B
Pere Marquès & Ole C. Glad (2013)
• Introducing interactive exercises (JClic, digital books, notebook ...), allowing students to solve questions on the DWB, encouraging reflection when competing answers emerge.
• All student activity in class and on the DWB is subject to assessment by the teacher.
OTHER OPTIONS
• Assign special exercises to students who require it.
• Divide the class into smaller work groups where each group finds a solution to a question or a problem. Answers can be revised and corrected collectively inserting them into the DWB connected computer.
• The class answers questions proposed by the teacher using the electronic voting system (all students participate).
• Introduce exercise sheets through the document reader.
• Perform dictations. One student writes on the IWB (writing function activated).
• Organise collective readings, in which each student reads a fragment projected on the DWB (news, facts, literature, manuscripts, i.e. the lines of a character in a play).
• Multimedia activities related to music and languages.
Pere Marquès (2010)
3. Correcting exercises together
(correcting homework)
?
Pere Marquès & Ole C. Glad (2013)
• Students present and discuss their homework and other exercises that
they have prepared in digital format (text document, multimedia
presentation or programs "ad hoc").
• All students can participate, express doubts, propose corrections and
share ideas. The teacher has “the last word”.
• All contributions are assessed by the teacher.
OTHER OPTIONS
• With the document reader students can share the homework they have
done in their notebooks.
• Simultaneous self-correction. For each homework assignment the
teacher presents 4 possible answers. The students reply using the
electronic voting system (all students are involved).
Pere Marquès (2010)
4. Solving problems on the DWB (the student approaches
the whiteboard)
Pere Marquès & Ole C. Glad (2013)
• One way to develop a class when introducing a new topic is that the
teacher, after the introduction, can ask the students questions in order to
learn more about the knowledge they may already have about the topic.
• The teacher can use the contributions from class and dictate the main
ideas to one of the students who then writes them on the DWB for the ideas
to be discussed and developed further collectively.
• The outcome of the discussion (the key ideas) can be stored in the class
blog or in the education intranet of the school so that everyone can review
them.
OTHER OPTIONS
• With a wireless mouse and keyboard, students can write and contribute
in discussions on the DWB “directly” from their own desk. Contributions are
then commented on collectively.
• Students take notes on the DWB during debates (from the desk or up
by the whiteboard).
Pere Marquès (2010)
5. Chats and videoconferences
Pere Marquès & Ole C. Glad (2013)
• When needed the DWB can be used for email, chats or video
conferences with students, teachers and experts from anywhere in the
world.
• The whole class can see and hear what´s being communicated. For
example a videoconference with an expert within a certain field. Students
and teacher ask questions.
OTHER OPTIONS
• Communicate with students from another schools, for example asking
and answering questions related to a subject or to the locality of the school
or their city.
• Prepare a theme/ presentation for a videoconference with students at
another school. The presentation can be followed by an open round of
questions. Later the other school has the same assignment.
• For younger children, parents may participate in the exchange,
explaining for example their profession or hobby.
Pere Marquès (2010)
6. Reviewing “the class journal” on the DWB
1. Summarising the lectures in “the class blog”
2. Presenting the blog to the rest of the class
Pere Marquès & Ole C. Glad (2013)
The class journal
The class journal
Pere Marquès & Ole C. Glad (2013)
• Every day two students (authors) summarise what has been done during
lessons in the class journal, adding essential schemes, links, images etc.
• At the end of each week blog authors present the changes on the DWB.
The class journal can then be review and commented on collectively.
• The teacher assesses the whole process and gives comments.
OTHER OPTIONS
• Absent students will be able to catch up through the daily blog.
• Primary/ secondary school: The blog also allows families to follow their
children's learning throughout the school year.
• Include a list of personal blogs of the students and the teacher.
• Nominate the best student work.
• The teacher adds texts and images. The students view them and leave
comments. For example an article, a story, a photo or a video reportage.
Pere Marquès (2010)
tema
7. Improvised use of the DWB: debates and “supported”
arguments
? información
opiniones
INTERNET
Pere Marquès & Ole C. Glad (2013)
• With the help of search engines and the DWB any subject or topic can be supported with more information from databases and the Internet, including the possibility to investigate new aspects that may arise from discussions in class.
• The teacher or the students search for a specific piece of information on the Internet to be displayed on the DWB and discussed in class.
• Student activity is encouraged and assessed.
OTHER OPTIONS
• Before, during or after debates the students can vote on views and ideas using an electronic voting system.
• With the voting system the teacher can display any news or information, and encourage and involve all students to have an opinion.
Pere Marquès (2010)
8. The DWB and special needs education
Using big letters
Interact the mouse or the keyboard
Pere Marquès & Ole C. Glad (2013)
• Specific activities in the use of the interactive whiteboard (IWB) meant for
students with special needs (working without a mouse or keyboard and
working with large characters).
• Using the document reader to enlarge letters and text accommodating
the needs of visually impaired pupils.
• Using the IWB with visually impaired students. Students have their own
computer connected to the teacher’s computer (for instance with Netmeeting
"desktop sharing" ...). Material that is being displayed and written on the IWB
can be displayed on the compute in big format.
OTHER OPTIONS
• The electronic voting system can facilitate participation in collective
activities for students with special needs.
Pere Marquès (2010)
Although the students are given a great deal of freedom to develop these
activities, it is the teacher that coordinates their work and gives comments on
their final presentations. The teacher encourages the rest of the class to join in
on the evaluation and correction of work.
Models
centered around
the STUDENT
In models focused on the activity and initiative of the students, the student takes the role of the teacher, prepares material to be discussed in class, explains topics and asks questions.
activity
STUDENT
class
Pere Marquès & Ole C. Glad (2013)
9. Students find relevant information on the Internet
and present it on the DWB in class
(student researchers)
?
Pere Marquès & Ole C. Glad (2013)
• Voluntarily or as part of an assignment students search the Internet and find resources (images, diagrams, YouTube videos, simulations, multimedia documents ...) related to the topics being studied in school. The research/ homework is followed by a presentation on the DWB in class.
• The classmates and the teacher can participate, ask questions and challenge the ideas that are being presented.
• All activity in class, both on and off the DWB, is subject to the teachers assessment.
OTHER OPTIONS
• With the document reader, resources on paper, like photos, drawings, articles or the page of a book or a magazine, can be displayed on the DWB. Projecting three-dimensional objects is also possible.
• Links to the different resources can be made available to the student through the class blog or on the educational intranet of the school/ university.
Pere Marquès (2010)
10. Students present and discuss their work on the
DWB (monographs, WebQuests)
?
Pere Marquès & Ole C. Glad (2013)
• Using a set of 6 diagrams or multimedia slides, the students present the work they have done on a topic, in groups or individually. The activity is supervised by the teacher.
• Apart from sharing information and ideas in class, the students get the chance to practice and develop their communication skills.
• The presentations are subject to the revision of everyone in class.
• To encourage participation the teacher can ask the students to analyse and identify different points of interest in the presentation, concerning content, language or orthography.
• The teacher can also draw attention to certain aspects, do evaluations and corrections in class.
OTHER OPTIONS
• For young pupils in preschool or primary school student work can displayed using the document reader.
• For more ideas see:¿Who´s afraid of searching the Internet, copying and pasting? http://peremarques.net
Pere Marquès (2010)
11. Preparing and presenting a topic on the DWB
(the student takes the role of the teacher )
Pere Marquès & Ole C. Glad (2013)
• Under the supervision and guidance of the teacher, students prepare a
multimedia presentation on a certain topic to be explained on the DWB.
• The teacher has indicated a path to follow (basic aspects to be treated,
how to find and use information etc.). The teacher offers tutorials and extra
guidance if needed.
• Like in the previous model the teacher can chose to emphasise certain
aspects and do evaluations and corrections collectively in class.
• As a way of encouraging participation the class can be asked to find
errors and spelling mistakes.
OTHER OPTIONS
• Asking the students to introduce a new topic taking the role of the
teacher.
• In agreement with the teacher students, in groups, prepare and present a
topic of interest that is not strictly curricular.
Pere Marquès (2010)
??????????????????????????
12. Students prepare a battery of questions to be
presented in class
Pere Marquès & Ole C. Glad (2013)
? ?
• Working in groups the students prepare a battery of questions on a certain topic and present them in class using a multimedia presentation (one slide for each question).
• The questions will be answered individually on a piece of paper.
• Later, in a second multimedia presentation, solutions are shown on the DWB. Each student corrects their answers (working alone or in pairs).
• Again, to encourage participation the class is asked to find errors and spelling mistakes in the material presented.
• The teacher will also emphasise the aspects he or she considers appropriate and if necessary correct the battery of questions presented.
OTHER OPTIONS
• Students can give their answers using the electronic voting system.
• Alternatively the presentation of the questions can be done on paper and presented on the DWB using the document reader.
• The questions presented can be about images (animals, monuments, art…)
Pere Marquès (2010)
13. Students create educational material
and present it on the DWB
?
Pere Marquès & Ole C. Glad (2013)
• Working in groups the students prepare a presentation on a topic from the
curriculum and present it on the DWB (reportage, educational material with
exercises).
• Text editors, multimedia presentation programs, interactive whiteboard
software, video editors, authoring systems (Hot Potatoes, JClic) and other
tools are made available to the students.
• The teacher offers rounds of tutorials and helps the students when
needed.
• The presentation is evaluated collectively in class. Abstracts of the work
can be added to the class journal or put out on the schools´ educational
intranet.
OTHER OPTIONS
• Make videotape recordings with the DWB (short reportages that can be
included in the presentation).
• Creating virtual guides in multimedia format of a place (i.e. a museum, a
historical site, a city). Each week the class “visits” a new place.
Pere Marquès (2010)
14. Presenting work done in collaboration with other
schools/ videoconference on the DWB
(Telematics projects)
Working together
Pere Marquès & Ole C. Glad (2013)
Presenting together
• Engaging in collaborative work with other schools.
• Students work in groups with members from another school. At the end
of the project the work is presented together in class with both schools
participating using the DWB and a videoconference system.
• After the presentation, questions and comments are exchanged.
• Projects and student activity in class will be evaluated by the teacher.
OTHER OPTIONS
• Each student prepares a question for their colleagues at the other
school (presented using the videoconference system). Later the same
medium is used to share solutions, exchange comments and discuss
points of special interest.
• The questions presented can be about images (animals, monuments,
art…)
Pere Marquès (2010)
15. Reviewing and discussing daily news
(Today’s news enter the classroom)
Pere Marquès & Ole C. Glad (2013)
?
• Projecting digital newspapers on the DWB, the class can discuss current
issues related to the curriculum (i.e. talk about different conflicts in the
world, consider multicultural aspects and discuss values and opinions).
• Every day two students prepare two news articles that are presented in
class using the DWB (3 minutes presentations).
• The presentations are followed by debates in class.
OTHER OPTIONS
• The same news story can be compared in different newspapers (with
different points of view, including foreign newspapers if possible). Concepts
can also be extended online.
• With a document reader articles cut out from newspaper or magazines
can be projected in class.
• With the electronic voting system, the teacher can conclude the debate
in class with a student opinion poll.
Pere Marquès (2010)
16. Debates with multimedia support
Pere Marquès & Ole C. Glad (2013)
• The class is divided into two or three groups that are asked to represent different opinions on a controversial topic. The groups do research to find material that supports their positions and prepare and present the arguments in class using the DWB (with multimedia support).
• After the presentations, the students are divided into small groups to discuss the topic (fifteen minutes duration).
• Then each group present their discussion (concepts involved, assumptions, evidence, conclusions and implications). Ideas and viewpoints that emerge are transferred to the digital whiteboard by one of the students.
• The exercise culminates in a debate, were the different contributions are discussed with the intent to reach consensus.
OTHER OPTIONS
• With a wireless mouse / keyboard, students may write their contributions to the discussion from their own desk.
• At the end students can explain what they have learned, how their views have changed, etc.
Pere Marquès (2010)
17. Students present their "personal blog"
(digital portfolio) on the DWB
MY blog • Cuando cada estudiante tiene un blog
personal en él puede realizar los trabajos que
le encargue el profesor y también ir recopilando
a manera de portafolio informaciones
multimedia sobre cada tema de la asignatura.
• En este marco, cuando lo establezca el
profesor, algunos alumnos presentarán su
blog en la PD y comentarán algunos de los
trabajos.
• De esta manera podrán ser revisados por toda la clase y el profesor podrá
• España 2012: todas las aulas tendrán pizarra digital
• La magia de la pizarra digital… la pones tú
• ¿Quien teme el busca, copia y pega de Internet?
• Portal de la PIZARRA DIGITAL: investigaciones, bibliografía… http://peremarques.net/pizarra.htm
• Tecnología educativa. Web de Pere Marquès
Pere Marquès & Ole C. Glad (2013)
• When students have a “personal blog” (or digital portfolio), they can post their class assignments on it and collect multimedia information on the topics of the course.
• In this context, when the teacher decides, some students can present their blog on the DWB and discuss it with the class.
• In this way the personal blogs can be reviewed by the whole class and the teacher can comment and evaluate both the work of the bloggers and the comments made by the rest of the students.
OTHER OPTIONS
• Reviewing the blog of a fellow student can be proposed by the teacher as an assignment. The students leave comments with suggestions for improvements.
• Each student can collect information on a certain topic on their blog. When other students find a topic interesting, they can post a comment on the colleague’s blog.
• The teacher can also review blogs and comment on the content.
Pere Marquès (2010)
18. Students use the DWB to present collaborative
works made in wikis
Pere Marquès & Ole C. Glad (2013)
• Wikis can be useful to do collaborative activities throughout the course,
like for example the creation of a multimedia glossary related to the subject.
• Periodically, when the teacher indicates, each group will present their
wiki on the DWB and receive feedback from the rest of the class.
• The work on the wiki can be divided so that each student in the group
does a part and makes suggestions to the others. Another option is that all
students do all the work together.
• The teacher also has author rights in the wikis and can leave comments
throughout the project.
• The teacher will assess the work on the wikis, the presentation and class
activity in general.
OTHER OPTIONS
• These collaborative works can also be made with other Web 2.0 tools,
such as GoogleDocs.
Pere Marquès (2010)
What does the research say? Research by the DIM-UAB group ratifies the points in the slide number 4 and also states:
• The DWB is an instrument of communication / interaction between teachers
and students, useful in all subjects and levels.
• Teachers and students prefer a class with DWB.
• It facilitates both the application of traditional teaching methodologies and
student-centered methodologies (most teachers said that they innovated
with DWB).
• Teachers in classrooms with DWB that receive adequate technical and
didactical training, progressively apply didactic models more focused on
student learning activities.
• You can learn more and better with the DWB, although this depends on what
is done with it
The magic of the DWB must be put in by teachers
PD Pere Marquès (2008)
DURSI
Epson
SMART Promethean MIMIO
High motivation and participation of students 91 92 96 87
It improves understanding of the issues 81 92 94 86
It is easier to perform of collaborative tasks 59 56 87 73
It ecourages creativity, research ... 87 78 75
It facilitates processing student diversity 67 85 78 65
It facilitates teaching 68 94 89 79
It facilitates methodological innovation 79 83 86 77
It requires more teaching hours (preparation, activity tracking) 44 88 74 61
It increases satisfaction, motivation and self-esteem of teachers 60 85 86 63
It contributes to improving student learning in general 59 95 85 70
Students consider they learn 72 84 72 47
It improves the academic performance of students 31 60 50 32
Numbers represent percentage of teachers. In DURSI, SMART and Promethean it is the average of 2 investigations.
COMPARING RESULTS…
…OF RESEARCH ON DIGITAL WHITEBOARDS
Para lograr una significativa mejora en las notas y en la reducción del fracaso
escolar no basta un cambio tecnológico/metodológico, se necesita un cambio
curricular en profundidad como el que proponen
el “curriculum bimodal” y el ”nuevoparadigma formativo”.
Pere
Mar
qu
ès (
2014
)
• Other versions: SPANISH, CATALAN
• Spain 2012: Digital whiteboards in all classrooms as a goal (Spanish)
• Who´s afraid of searching the Internet, copying and pasting? (Spanish)
• Research DIM about digital whiteboard (Spanish)
• The digital whiteboard web page: http://peremarques.net/pizarra.htm (Spanish)
• Education technology. Pere Marquès´ web page (Spanish)
• Tecnología educativa. Web de Pere Marquès http://peremarques.net/
• Técnicas didácticas con TIC http://peremarques.net/didacticacontic.htm
MORE INFORMATION…
Pere Marquès (2013) UAB
Educational Network DIM
Illustrations: Ole C. Glad
WILL YOU HEP US? We will continue developing more guides like this and organizing activities and research
with teachers and schools to promote innovation and educational improvement. But if we had more financial
support from companies, institutions, people ... we could do more.. Pere Marquès. Director GRUP DIM
THIS GUIDE AND ALL DIM GROUP’s ACTIVITIES ARE FREE
The contents can be freely used, indicating the authorship
OTHER
RELATED TOPICS
En http://peremarques.net/didacticacontic.htm
Ver TÉCNICAS DIDÁCTICAS CON TIC http://peremarques.net/didacticacontic.htm
+ TUTORÍA: detecta dificultades y orienta familia,
intel.múltiples, desarrollo, sociabilidad, autoestima, emociones, motivación
ACTIVIDADES PRÁCTICAS COMPETENCIALES
1. SABER HACER consultando: apuntes, libros, Internet
Y elaborar unos “apuntes personales”
VOCABULARIO BÁSICO conceptos, personas, hechos, datos
(glosario de las asignaturas)
2. MEMORIZAR
+ hacer MUCHAS ACTIVIDADES auto/co/hetero EVALUACIÓN CONTINUA
y exámenes-control
Bimodalidad metodológica y en la evaluación
y elaborar un “glosario
personal”
comprender, usar, explicar (memorización reconstructiva)
CURRICULUM BIMODAL: 2 tipos de actividades
hacer ejercicios, leer, expresarse.. EXPE RIEN CIA
individuales y colaborativas buscar información, investigar, aplicar, valorar,
crear, proyectos, problemas, roles
Exámenes prácticos: se pueden usar los apuntes
Exámenes teóricos: 70% de las preguntas serán sobre el glosario
Pere Marquès (2014)
Pere Marquès (2014) Pere Marquès (2014) Pere Marquès (2014)
Aprender = memorizar mucho +
saber hacer con lo memorizado
(sin apoyos)
Aprender = saber hacer con apoyos
+ memorizar vocabulario
APRENDER: AYER Y HOY
AYER
HOY
+ crear nuestra memoria externa
Ahora la información la tenemos siempre al alcance…
…pero tenemos que aprender a encontrarla (con rapidez) cuando la necesitamos.
Por ello necesitamos crear y organizar
nuestra memoria externa con un amplio vocabulario y
referentes culturales bien estructurados
Pere Marquès (2014)
PROFESORADO tutoría y detección precoz de dificultades
planificador, gestor, investigador…
ALUMNADO aprendizaje servicio en el aula
evaluación continua compartida y aprender del error iniciativa discente y autoaprendizaje
INSTRUMENTOS uso intensivo de las TIC
todos los entornos y recursos grupos y tiempos flexibles
ACTIVIDADES muchas y significativas
crear la memoria externa cada día: instrumentales
Pere Marquès (2014)
CURRICULUM
bimodal
común+proyectos optativos
14 BASES PARA EL PARADIGMA FORMATIVO
+?
de la Era Internet