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A teacher can create engaging lessons that focus on one task such as a matching activity where students use either their fingers or a pen to match items. Another teacher might integrate multiple items into a lesson plan such as websites, photos, and music that students can interact with, respond to verbally or even write comments on the board itself.

Interactive whiteboards facilitate multisensory learning

How to Adjust to your Interactive Whiteboard: The Chart Page Interactive Whiteboards (IWBs) have the potential to draw your students into lessons in ways that weren’t possible without substantial planning, troubleshooting, and cut-and-paste work on your part. In this second of what will become more posts, I’ll teach you how to quickly make a “chart” page that you can use over and over again. Then I’ll provide suggestions on how this chart page can be incorporated into various content areas at the middle and secondary level. Why a “Chart” Page? A “chart” page is easy to make and easy for you and your students to manipulate. You will use this page over and over again. Once you’ve saved this page, you and your students can quickly and easily create flow charts, concept maps, and other graphical representations of key ideas and concepts.  As your students go to the IWB to demonstrate their thinking, you will find them more engaged and better able to retain information.

How to Adjust to Your Interactive Whiteboard: Animate Objects and Add Sound There is nothing quite as fascinating to students as words and objects that appear and disappear on command. And if you’re looking for a giggle or a laugh, nothing does the trick like an unexpected sound effect when a student is at your board. Embedding sounds and setting up Object Animation is pretty straight-forward. Once you get the hang of it, you’ll be able to add surprise elements quickly and create elaborate, interactive pages sure to capture your students’ attention.

DOK implies the interaction of how deeply a student needs to understand the content with different ways of responding and interacting with the content.

More and different types of learning and teaching are available in the digital environment. We must convince ourselves that we don’t yet understand digital education so we may open the doors more broadly to innovation and creativity

we shouldn’t set off on a cruise, and build the ship as we go

Few institutions pay much attention to re-creating these spaces online

If you’re like many teachers, you find IWBs (Interactive Whiteboards) both exciting and intimidating.

In this first of this two-part post, we’ll explore dos and dont’s with your new IWB. In my next post, I’ll give you some basic lesson plan tips I’ve found that have worked and provide links to some amazing IWB resources.

If you’re new to Interactive Whiteboards, chances are you’ve had a couple of training sessions that focused on creating pages from scratch. While I am definitely a big advocate of being innovative, I also strongly believe that time is precious and teachers have too little of it.  In this post, I’ll give you some tips on how to seamlessly incorporate your pre-existing lesson activities for use on your new IWB.

Using too many visuals. Digital flipchart pages were awash with visual stimuli; it was hard to identify the important content.

Paying too much attention to reinforcing features. For example, when teachers who had worse results with the technology used the virtual applause feature to signal a correct answer, the emphasis seemed to be on eliciting the applause rather than on clarifying the content.

People perceive what they are looking for, and often only what they are looking for, and our well-intentioned attempts to guide their cognition could just as easily lead to participants missing the information most important to them.

Similarly, we did not attempt to define how participants should interact with each other, but instead focused on supporting an environment that would be responsive to whatever means they chose for themselves.