IWB and Literature

This page initiated me to analyse a literature titled Honeymoon with IWBs: A qualitative insight in primary students' views on instruction with interactive whiteboard.

Referring to table 1, the thing about IWB that students amongst the 4th graders to the 8th graders like the most is its practicality and economically use. It is easier for the students to use the IWB as they are more comfortable using a pen that they don't have to use pressure to write. Using a chalk needs them to grip tightly to be able to write. Using the pen on an IWB will also avoid them from getting dust onto them when writing on a whiteboard. According to the 8th graders, the IWB enable them to reverse pages back to the page that they need to refer to.

Referring to table 2, the thing students like the least is the technical issues that occurs when they are using IWB. It distracts them as they were focusing in the lesson. Issues such as power cut, viruses and the unsmooth media played on IWB.

On table 3, it is said that the instructions on IWB enhanced student's learning because of its interesting display and presentation. Students from 6th to 8th grade said the colours on screen captured their attention compared to the traditional whiteboard. Media presentation such as the video enable students to grasp understanding of abstract concepts.

IWB can most effectively be use as a supplement to student's learning. Ms. Milne listed down some techniques of IWB.
For my professional experience, the context uses Montessori Approach for teaching and learning. This way, IWB will definitely come second as a supplementary to a lesson.

Reference:
Sad, S.N., Ozhan, U. (2012). Honeymoon with IWBs: A qualitative insight in primary students' views on instruction with interactive whiteboard (pp. 1184-1191). Retrieved from http://www.sciencedirect.com.ezproxy.usq.edu.au/science/article/pii/S0360131512001315