Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iB8H6XU03462; Wed, 8 Dec 2004 12:06:33 -0500 (EST) Date: Wed, 8 Dec 2004 12:06:33 -0500 (EST) Message-Id: <fc.004c56fb01f3bed03b9aca00ac858066.1f3c0d3@scoe.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: "Marian Thacher" <mthacher@otan.us> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3370] Re: Interactive Whiteboards X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-type: text/plain; charset=ISO-8859-1 Status: O Content-Length: 4113 Lines: 92 Thanks, Mariann. It's interesting, from the article, how widely used these are in Mexico and the UK. In California I know of about 8 adult ed programs that are either starting to use interactive whiteboards in the classroom, or using them on a regular basis. I just wrote an article for the OTAN newsletter about a program in Eureka where two ESOL classrooms are newly equipped with interactive whiteboards and digital presenters (i.e. document cameras). The combination is good because you can project any object or a page from any book, capture it and manipulate it. Here is a list of the kinds of activities the teacher, Catherine McNally, is doing with her beginning ESOL students: · Project a drawing from a book onto the whiteboard, have students label the items, and save the page for printing or later use. · Project an illustration and capture various parts, such as fruits and vegetables in a grocery store. Then students can direct each other to drag these items to a certain location, e.g. “Put the bread on the shelf, next to the bagels.” · Project a blank calendar page, capture images from the Internet (Google Images), and drag them onto the calendar to illustrate significant dates. · Project a workbook page from a textbook and have student write answers on the whiteboard, eliminating the need for making overheat transparencies. Plus, once the page is completed, it can be saved as a digital file and used as an answer key in the future. · Project any student writing project, add illustrations, work in groups to write comprehension questions, and scramble sentences that can then be dragged back into the right order. · Use the whiteboard to teach computer skills, showing the student that their hand is the mouse – perfect for kinesthetic learners. · Use student remotes and the whiteboard software to create multiple choice or yes/no questions which students can answer via their remotes, with the results displayed immediately on the screen, both individual answers and percent correct, allowing the teacher to adjust instruction on the fly. (This is an extra, the class set of remotes. I didn't see it demonstrated, but it sounds interesting.) We are hoping to have Catherine do a workshop at CATESOL this spring to demonstrate some of these activities, because I think this will be a popular approach for kinesthetic learners, which we all are to some degree, aren't we? Marian Thacher, OTAN www.otan.us nifl-technology@nifl.gov writes: >Hello Colleagues, >Today's NY Times features an article (see link below) on the growing use >of >interactive whiteboards in the K-12 classroom. The article features some >brief descriptions of how teachers around the country are using them in >instruction. >Here's an example: > It really helps bring the learning to life," Mr. Dakers said, referring >to >the oversized projection screen that is hooked up to a laptop with access >to the Internet. > > He rearranged the chairs last fall to enable students to see the screen, >and has adapted his teaching tactics accordingly. > > Consider a recent social studies class about ancient Egypt. Instead of >handing out test papers for students to complete at their desks, Mr. >Dakers used the interactive whiteboard for a collaborative game of >hieroglyphic hangman. As students approached the screen, they used a >special marker or pressed a finger against the board to scribble a few >symbols in colored electronic ink, like John Madden during an N.F.L. >broadcast. > >Is anyone on the list using interactive whiteboards in the classroom? If >so >please share an example of how you have used it, and how you feel it has >impacted your instruction. How have students responded to it? >Best regards, >Mariann > >School Blackboards Are Turning White and Interactive >http://www.nytimes.com/2004/12/08/nyregion/08board.html?oref=login >Mariann Fedele >Coordinator of Professional Development, >Literacy Assistance Center >Interim Moderator, >NIFL Technology and Literacy Discussion List >32 Broadway 10th Floor >New York, New York 10004 >212-803-3325 >mariannf@lacnyc.org >www.lacnyc.org >
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