I have seen much research on attitudes, implementation challenges and technical issues around interactive whiteboards (IWB). I do not find this satisfactory from the point of view of learning and cognitive psychology. Can anyone direct me to research which looks at what happens in terms of learning when interactive whiteboard technology is used in the process. I could imagine that the way that mental models are constructed would be different when the IWB technology is used.
My collegue Gabriele Graube and me conducted a longitudinal study on interactive whiteboards from 2007 to 2009, researching the change of learning habits and teaching/learningculture in a fully-equipped middleschool in Germany. Therefore, we questioned both teachers and students. Could this help you further?
Greetings,
I just reviewed a research paper that will be published in the next issue of TRACEY Drawing and Visualization Research that speaks to this subject. The researchers conducted three observational studies looking at the lifecycles of sketches and diagrams used by software developers, another looking at the visual constructs on knowledge workers' whiteboards, and a third examining how people might interact with a pen and touch based system for data exploration using charts.
The article is titled: Towards Supporting Interactive Sketch-Based Visualizations
Authors: Walny, J. and Carpendale, S. University of Calgary
Website for Tracey: http://www.lboro.ac.uk/departments/sota/tracey/
I have very positive experience working with interactive whiteboards. They change our mental model because they demand an extra effort to construct different perspectives. It is not only our mental process which is interacting but the perspectives of others in a synchronous way. We are exposed to a quick coordination of different ideas and it is profitable and enriching. The chat or the webcam are basic elements when using IWB. From my point of view, the result is cooperative work which reinforces creativity and participation.
I believe that the use of interactive whiteboards (IWBs) within educational settings has shown that we cannot consider this only as a teaching tool or as technological support in many types of learning. It's probably more a new qualitative dimension of educational environment, projected towards the future learning experiences. In this sense the difficulties involved in the introduction of IWBs seem more like a resistance to change.
My collegue Gabriele Graube and me conducted a longitudinal study on interactive whiteboards from 2007 to 2009, researching the change of learning habits and teaching/learningculture in a fully-equipped middleschool in Germany. Therefore, we questioned both teachers and students. Could this help you further?
I don't think it's just a matter of technical specification for use or spread within vocational-training.
Some actually believe that this is the right kind of solutions.
I think, rather, that it is better taking a creative approach and a "low profile" in introducing of IWB within ordinary education.
Basically, we can start to use them doing usual activities and in the usual manner.
This applies to students for teachers.
Then discover the full potential of the medium in terms of quality and speed of learning, not to mention of the interactivity, an incredible enrichment, social as well as communicative, even at great distances.
In this perspective, we must not forget the value of autonomy in the discovery and search for creative solutions, mutually shared and lived.
Urging the various motivational aspects.
At this point we can introduce specific techniques to work within special plannings, with dedicated software, all modulated on the new technological means.
I am interested in the results from this question as I have used an Interactive Whiteboard before but have not been given any training on the best way to use it. I would like to know if there are any features that were found to be more effective. Although as Natacha Dourisin points out it is not the technology but the way the teacher uses it and that would require training for anyone who is new to IWB
Actually, I am planning to write a research grant for a study to obtain a clearer picture on the effects of IWBs. I am sure that poor teaching will be in the way of learning even if we have excellent technology, but I am not sure that we know well what the characteristics of good teaching with a IWB looks like. My guess would be that (the option to illustrate transformations is important; however, since the IWB is only visual, I would like to investigate how sustainable the learning effect would be.
Also, I would want to see an instructional model which convincingly stimulates interactive. I have seen too many teachers interacting with the IWB in front of the class with the class watching the teacher doing things on the IWB. So, what exactly does interactivity mean in this context, how can we define tasks and write instructions which stimulate interactivity on all levels?
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