| The
Whiteboard was used with a LCD projector and a LCD tablet
for an overhead projector. The ICT technician Tim Harrison
was responsible for the set-up of the board, the use of the
software to make the board interactive and the set-up of the
projector. All staff who used the board had minimal input
into the practicalities of its use, arriving in the room with
a fully functioning board ready for use.
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The Whiteboard was used in a variety of rooms,
all of which were equipped with PCs. The board was not used
in an ordinary classroom. All rooms were very light and had
no curtains to black out the room so the use of the LCD OHP
tablet was problematic. The LCD projector was used subject
to availability.
Staff who had booked computer lessons were
approached and asked if they were willing to trial the Whiteboard
and spend a few minutes evaluating its use by filling in a
questionnaire. I tried to include a variety of staff from
different departments and to get an equal gender bias.
The questionnaire tried to address a variety
of possible problems and outcomes. There were three parts
to the questionnaire:
* looking at the first contact with the Whiteboard
and how easy was it to use;
* the preparation for the lesson;
* the lesson itself.
* Evaluation of the lesson asked a variety of questions:
* how valuable a resource was the Whiteboard;
* would it be used on a regular basis;
* what about the learning and motivational outcomes for students?
Some students were interviewed about their
experiences of the lesson.
Staff from a variety of departments and with
varying levels of ICT competence used the board in a variety
of different ways with students of different ages and abilities.
Tim Harrison was responsible for the set up
of the Whiteboard and making sure it was in working order
for the lesson to begin. This meant that staff were able to
come to the lesson with everything set up with no hassle for
them ready to start teaching.
This was vital to the confidence of staff
some of whom were unsure about being able to utilise the technology.
Tim gave 3 out of 10 for ease of initial set-up and 3 out
of 10 for time to set-up the Whiteboard, there were also lots
of leads involved and these were stretched across the room.
He thought it very easy to actually use and
excellent in terms of its reliability. Portability was a problem
but it wasn't designed to be moved. The projector was used
successfully but the room had to be totally blacked out to
use with the LCD OHP tablet. Overall Tim didn't think it would
be of enough benefit to justify the expense of the Whiteboard,
the cost of a PC and the cost of a projector.
The Whiteboard was used with both an LCD
projector and an LCD tablet for overhead projector. The ICT
technician Tim Harrison was responsible for the set-up of
the board, the use of the software to make the board interactive
and the set-up of the projector. All staff who used the board
had minimal input into the practicalities of its use, arriving
in the room with a fully functioning board ready for use.
The Whiteboard was used in a variety of rooms,
all of which were equipped with PCs. The board was not used
in an ordinary classroom. All rooms were very light and had
no curtains to black out the room so the use of the LCD OHP
tablet was problematic. The LCD projector was used subject
to availability.
Staff who had booked computer lessons were
approached and asked if they were willing to trial the Whiteboard
and spend a few minutes evaluating its use by filling in the
questionnaire.
Staff from a variety of departments and with
varying levels of ICT competence used the board in a variety
of different ways with students of different ages and abilities.
Tim Harrison was responsible for the set up
of the Whiteboard and making sure it was in working order
for the lesson to begin. This was vital to the confidence
of staff some of whom were unsure about being able to utilise
the technology. Tim gave 3 out of 10 for ease of initial set-up
and 3 out of 10 for time to set-up the Whiteboard, there were
also lots of leads involved and these were stretched across
the room. He thought it very easy to actually use and excellent
in terms of its reliability.
Portability was a problem but it wasn't designed
to be moved. The projector was used successfully. However,
when the board was used with the LCD OHP tablet the room had
to be totally blacked out.
Most first impressions were positive. Staff
thought the Whiteboard was easy to use and the software worked
exactly as it was supposed to. They were very impressed by
the "wow" factor and how impressive it would be
to a class of students. A very good way to present information
as it kept the attention by the constant movement of the image.
One staff response was "cool"! Staff thought the
possibilities seemed vast.
The only negative comments were about the
amount of room taken up by the projector and the computer
with the Whiteboard software in a limited space and too much
light in the room as a consequence of having no blinds making
the image difficult to see. The booking of the projector or
LCD tablet could be a problem.
There were a variety of problems which staff
could foresee. One mentioned earlier of the Whiteboard moving
as it was quite light and would alter the sensitivity of the
board so the cursor was not as accurate. The flex between
computer and board and computer and projector could be a potential
for problems with both staff moving around near the board
and tripping over the flex and students moving around within
the room and not being as careful as they should be. Students
could both knock the projector and board or trip on the flex.
Standing in the beam of the projector and casting a shadow
was also a concern, although this could be avoided with practice
at using a board. The pens were not smooth or accurate enough
for writing on the board only for circling or highlighting
pertinent features.
Most staff thought that it was a useful tool.
Classes were enthusiastic and positive about the use of the
Whiteboard. The fact that it is large and has a clear display
that is easily to manipulate makes the board a focal point.
Key points of lessons could be picked up quickly, the lessons
were clear and dynamic (the teacher wasn't running round 15
machines showing individuals what to do).
In the case of setting up a spreadsheet the
students could see what their spreadsheet should contain and
look like, could follow instructions by watching the use of
the hand as a mouse rather than having to listen, understand
and interpret a spoken or written instruction. One member
of staff reported the lesson being better than anticipated,
students were aware of the novelty value, but were able to
proceed with the lesson.
What
is a Whiteboard ? | Interactive
Whiteboards In The Classroom |
Advantages
Of Using An Interactive Whiteboard |
How
to use whiteboards |
Interactive
Whiteboard Tips | Buying
an Interactive Whiteboard | Interactive
Whiteboard Evaluation|
SMART
Board for Smart Teaching
|
