Specification of interactive whiteboard
The interactive whiteboard is an excellent tool for the constructivist educator. Author David Johassen coined the word “mindtool” to describe devices or applications which encourage use of technology to encourage critical thinking in students. Attributes of mindtools include ease of use, group interaction, ready availability of software to be used. Since the boards can be used with any software, they are extremely adaptable for numerous uses and do not require acquisition of additional software. Their creative use is limited only by the imaginations of teachers and students.
whiteboard is a presentation device that interfaces with a computer. The computer images are displayed on the board by a digital projector, where they can be seen and manipulated. Users can control software both from the computer and from the board. Participants can add emphasize by using a pen and or highlighter tool. By using his finger as a mouse, the teacher or student can run applications directly from the board. Another user at the computer can also have input. Any notes or drawings can then be saved or printed out and distributed to group members.
The board can accommodate different learning styles. Tactile learners can benefit from touching and marking at the board, audio learners can have the class discussion, visual learners can see what is taking place as it develops at the board.
The interactive electronic whiteboard is a colorful tool. Research indicates that students respond to displays where color is employed, and marking can be customized both in the pen and in the highlighter features to display a number of different colors. Width of lines can also be adjusted to add flexible marking choices.
All ages of students respond favorably to board use. Interactive whiteboards were originally used in the business world for group meetings. As they have gained popularity in schools, teachers have reported success with the youngest learners through students in academic settings. My present use of the board for demonstrations with graduate library science students has been as satisfying as my previous use with junior high learners.
Distance learning is an excellent setting for interactive whiteboard use. Since they can be connected for distance communication, they have value to users at more than one site concurrently.
The boards are clean and attractive tools. There is no messy chalk dust or other by-product, which can limit use. While the board can be used with regular dry erase markers, it is more likely to be used with the electronic marking feature, which employs either stylus or finger, and thus requires no cleanup.
Students with limited motor skills can enjoy board use. Because of large format, it may be easier for students to run programs by tapping on the board rather than mouse clicking. Also, teachers with young students report success having them write on the board with their fingers rather than the stylus.
It is interactive. Users can be contributing directly by input both at the computer and at the board. The combination I liked best was for the teacher to be stationed at the computer, with students at the board and in the class offering suggestions and physically contributing ideas and actions. The interaction that transpires between the person at the computer, the users at the board, and the computer itself is a unique and very adaptable arrangement.
The board is great for meetings are lessons where the participants need printed copies of the proceedings. At the end of a brainstorming activity, for example, copies of the resulting document can be printed and distributed, as well as be saved for future work.
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