Interactive whiteboards - adopting the technology


The following examples exemplify the above stages in relation to literacy and mathematics. One teacher has transformed her teaching of number sequences in mathematics by developing their questioning skills using an interactive teaching program. She encourages the children to test and hypothesise about various statements; she asks ‘what if…?’ questions and facilitates these through the interactive nature of the program.

While the ICT techniques required by the teacher are few, the demands placed upon the teacher’s confidence and knowledge of the subject are high. The same teacher is replacing her existing strategies when creating a checklist for a recount text in literacy. The teacher splits the screen and copies text from a sample text to the new checklist. The text can be edited, saved and adapted for use at a later stage. Here the ICT techniques required by the teacher are greater and, although this is an efficient and effective method of creating a checklist, the same lesson could have taken place without the use of the technology.