Just a blog for our Information Technology for Teaching and Learning
The reading from Kent (2010), states that when ‘Intellectual Quality’ is not included in a lesson then the students are simply memorizing a series of facts that will prepare them for an exam and never engage with the information that they are learning, therefore failing to acquire deeper understanding. The article accurately states that it is the teacher’s role in the classroom to promote high levels of intellectual quality through the following:
– Presenting an idea or concept to the class
– Exploring the implications of this concept
– Analyzing the concept in various contexts
– Making strong links to the students prior knowledge (Constructivism)
– Making the concept relevant to the world of the students.
IWB make it easier for a teacher to achieve this in the classroom over the traditional whiteboard, because they are easily manipulated, allow students to think beyond the content and engage with underlying concepts.
Each student learns in a different way as is supported by the article. Because of the multiple intelligences that the students may have, Kent argues that an IWB caters to a wider range of those intelligences that an ordinary whiteboard. In addition to this, they have the ability to promote higher order thinking, lead substantive conversations and present knowledge as problematic. All of these are achieved through a wide range of activities that are only possible with IWB software. When created with a combination of ambiguity and randomness, these activities have the ability to get students to think deeper about the information that they are learning and engage with the concepts rather than just memorize a series of facts.
The article makes some strong points in relation to the benefits of using an IWB in the classroom over the traditional whiteboard. I however do not believe that this is the only way to promote higher order thinking and intellectual quality within a lesson. With carefully selected activities during a lesson this can also be achieved, however, the functions and possibilities that IWB have certainly make ordinarily simple activities more engaging to the students.
Kent, P. (2010). Secondary Teaching with Interactive Whiteboards. South Yarra: Macmillian Digital