Centre for Educational Multimedia
     
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DEEWR

Interactive Whiteboards

Interactive Teaching Methods

Here is a real-world example of the use of interactive whiteboards to develop interactive teaching methods within the classroom. The interactive approach enabled by this technology is supported by research including BECTA (2006) and Gillan, Staarman, Littleton, Mercer and Twiner (2007).

...we scanned a student's work and had it up on the screen [interactive whiteboard], with his permission, and the software enables us to look at it and highlight and pick out bits and basically pull it apart and re-put it back together again.

Now when you work with a student with a book. you've only got you, the pencil, the paper and the student and you['ve] got 30 odd students' work to get through. Well this is a small piece of work where he had ...to use certain words so we understood the meaning of it, and this is the piece that he started with...

 

A pharos who had great potential as pharos. Sorry, there was a pharos who had great potential as a pharos and everyone called him King Tut. Well one day a catastrophe and a miraculous thing happened. The Nile flooded, meaning that all the young pharos had called and prayed upon the Gods for the flood. When the flood subsided all the people raised the amateur King for good harvest, sorry praised the amateur King for good harvest. When the sun came out, all the crops started growing and all the people started synthetic farming tools and all the people were optimistic with the future of the King. (Fact) - many people were noxious towards the King.

...his understand[ing] of many of those words was very low and .we captured each paragraph of that, highlighted the key words and then for each of that small section he re-wrote the same text but in a much more powerful way. So the end product was.

A pharoah called King Tut had great potential. Suddenly a catastrophic and miraculous thing happened. The young pharoah had called and prayed to the Gods for rain. The great rains came, the Nile flooded, all the people had a good harvest. When the flood subsided and the sun came out, the crops started growing. All the people were optimistic for their own future and the future of the King. The crops were very green, so the plants had been well tended by the farmers, using good farming tools. Unfortunately for the people, the King was murdered.

... So we had a bit of humour in the end. But the quality of it, I have never seen such quality from a Year 6 student from something that started out as really just a mish-mash and I think that says a lot. (Teacher, Eastern Fleurieu School)

 

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