Unfamiliarity

6th Lecture
Date: 15 August 2007
Time: 1200-1500
Venue: Computer Laboratory

Unfamiliarity


It was officially announced to us that we would have surprise in this 3 hour lecture. Undeniably, I was so astonished with the "extreme high tech" of an Interactive Whiteboard (IWB). Recalling my days of schooling, we were only exposed to the blackboard, chalk and duster. ( Errr....not black but green) All day long, only different teachers' handwritings were seen on the board. Boring & Lifeless= making us restless

Now, the scenario has changed tremendously.

Generally, learners are exposed to

• colourful & real not only animated images (from gallery and website)
• clear type written handwriting
• hands-on experience using the smartboard
• no dust
• no stain or dirt

VIA INTERACTIVE WHITEBOARD

Teachers are able to

• reuse the teaching materials throughout one's teaching profession.
• give clear and real pictures, images or maps to explain meaning or context.
• assess pupils' understanding throughout the lesson by getting feedback from them by asking them to give answers or show demonstrations
• teach the learners how to use the computer software
• teach pupils to surf the net and obtain information
• easily elicit response from learners regarding to the topic learnt

VIA THE INTERACTIVE WHITEBOARD

Above is to briefly explain the use of an IWB. A more thorough and detail information on IWB will be introduced and discussed in the later session of this blog.

Note: Since I'm not yet a PRO in manipulating the IWB, I'm here attempting vey hard to write and explain what I've understood about IWB and my impression about it. If there is any confusion or wrong & misleading info given, do feel free to correct me as soon as possible.

It's difficult to "promote" the "product of the day" here only in words. Let me show you some of the benefits of using IWB in the classroom by photos to convince you as pictures can say a thousand word.

Basically, to function an IWB

• the computer
• the LCD projector
• the software
• the connection cables
• the board

ARE THE FUNDAMENTAL TOOLS NEEDED

There are 4 coloured pens and a duster that come along with the IWB.

• colour pen to write & draw
• duster to erase

Note:

1. Pens should always be allocated at the correct colour location so that the user would not get confused with the colour later. The locations have the sensors that determine the colour but not the pen itself.
2. User must not write using either 2 pens or two objects mentioned above simultaneously as this could affect the sensors to function properly and sometimes confusion might occur.

A very good advantage of this IWB is:

IT IS ADJUSTABLE

Therefore, it caters to all learners' as well as teachers' needs in the process of using it.

• pupils seated behind are still able to look at the board
• young pupils can reach the board and work out their answers or demonstration
• teachers who are vertically challenged or advanced can adjust the most suitable height for them to carry out the lesson.

I've a little doubt here.

1. What if the teacher is vertically challenged and the class is big where there are students sitting very far at the back? The IWB needs to be lowered down but this affects the visibility of words & images of the IWB to the students at the back?
2. I'm uncertain whether the IWB can be adjusted without much exertion or not. If it's difficult, then how the teacher can simply adjust it to cater her own or the students' needs?

Well, perhaps we could provide a stool for the vertically challenged teacher and short young learners to reach the top of the IWB. Haha! Otherwise, build a not-too-high stage to place the smartboard in front of the class, so that teachers can adjust the IWB lower and yet the students at the back are able to see the board clearly.

Sharing my view on this specific issue is to reflect on 1 of the major difficulty faced by my coursemates regarding to IWB. A hot discussion is happening in the forum "The Smartboard. Are you into it?"

Here are some photos taken during the lecture which was conducted by Miss Fenny who briefly yet clearly explained to us the major functions of IWB.

1. User can write the word "Elephant" using the pen. If the user intend to change one's handwriting into type written font, draw a column around the word and select the option of "word recognition". The word can be changed into desirable font.

2. User can clone the words & images as many as desired by drawing a column to the intended cloning part and select the option of "infinite corner" . User can drag out the words cloned to be located on any part of the board.

3. Words can be enlarged or minimized by drawing a column around it and drag it.

4. Words can be rotated by clicking on the green spot after clicking on the word itself.

5. Words can only be successfully dragged or move by touching the line but not on the blackspace or somewhere near the word.

6. A group of words or images can be grouped or ungrouped using the "grouping" function. by doing this, user can either move or drag a specfic element in a group to the other parts of the IWB or move of drage the whole group of icon together.

7. By using the "Gallery" function, pictures can be copied and pasted to the IWB. Pictures can be transferred from the gallery to be shown on the IWB.

8. By attaching pictures from websites or folder to IWB, user have to surf the net, key in the topic or subject under images by selecting "keyboard" and type in the words on the space provided. Select "capture" and then "camera picture" and paste it on the new page.

9. If only 1 part of the picture is needed, user can draw an outline of the part first and follow the steps mentioned in the above statement to have that part of the picture on IWB.

10. Colours of the fonts and pictures can be changed.

11. User can draw pictures using the pens.

IWB is so useful that it is able to help teachers to carry out their lessons in all topics on all subjects. IWB can be manipulated widely in the classroom in order to acheive effective a teaching and learning process.

1. English can be taught.

Benefits:

• A wide range of vocabulary can be taught by using pictures. Responses from the learners can be elicited by looking at a picture. (Eg. from picture above, a man's face is displayed on the IWB, learners are asked to describe the emotions of the man. Adjectives are learnt through the picture given on IWB.)
• Teachers do not need to spend much time, money or effort to draw, cut and paste picuctures on manila cards as teaching materials.
• Teachers do not need to go for colour photocopy shop to photocopy teaching materials.
• Teachers do not need to being realias to school which might be too practical at times.
• Pictures can cater to all learners' learning needs and background knowledge.
• Pictures shown are clear and vivid.
• Learners can write their responses beside the pictures. Spellings can be checked by teachers and peers.

2. Geography can be taught.

Benefits:

• Teachers do not have to spend time drawing, colouring and labelling the atlas, maps or a psecific location on the whiteboard which takes up a lot of time.
• Locations attached from the websites or gallery are claer and accurate.
• Learners are given a chance to recognize and get familiar with the places by dragging or labelling the correct places to its exact location. (see picture above)
• It is easy for teachers to grab learners' attention to the specific places without asking them to refer to the book, paper or tasksheet. All can be done via the IWB.
• Learners will find it easier to remember input when it is given in a big, clear, vivid and colourful picture (atlas, maps, places).

3. Mathematics can be taught.

Benefits:

• Teachers find it easy and convenient to teach 2D and 3D shapes as clear picture can be shown to them via IWB.
• Teachers do not have to draw, cut and paste them on cardboard or mainla card as teaching materials.
• Learners can identify the shapes as well as their names simultaneously by looking at the IWB.
• Activities on labelling, matching and filling in the blanks can be carried out.
• The topic on money can also be implemented easily.
• Learners can clon the coins and notes shown on IWB and group and ungroup them and drag them to one column to show the sufficient amount of money needed in the questions.
• The process of calculation as well as the concept on money value can be taught through this kind of activity via IWB.

Later part of the lecture, we were given a task which was to design an English Language Activity via Smartboard. We were asked to work it out in groups. What we needed to do was:

• Choose a topic
• Plan the activity
• Find pictures for the activity
• Give clear instructions
• Present the activity in 5 minutes

Before starting designing our activity, we were given a few samples of task sheet to serve as examples and guidelines to help us to have a brief idea on what was expected from us.

We were given some guidelines by Miss Chin where she gave us a useful website http://school.discovery.com/ to check out for clip art gallery and lesson plans.

Here were the "special dishes" of the day cooked by us- the chefs of PKEY 3101. We were able to discuss the strenghts and weaknesses of the activity openly and encouragingly. Many comments and suggestions were given by the lecturer, tutors and among ourselves. It was a fruitful and meaningful discussion where we somehow able to recognize the most fundamental rules on activity designing via IWB.

The comments and suggestions raised and discussed were:

• Clear instruction should be given. It must be short, simple and clear. This to ensure the learners to know what is required from them and how they should complete the tasks. Clear instructions is important for class management where learners do not go out of track or become a passenger in the lesson.
• Font and picture size must be clear and visible to the back of the class. There should be sufficient space between words and pcitures so as to allow the learners to see things clearly and not mislead them.
• Do "Lock" the images so that they could be at the right place. While learners are attempting the questions especially when dragging words or images, the static images should remain immobile so that they do not intterupt or confuse learners.
• Do provide answers so that learners can immediately check their answers. Not only teacher or peers can correct them, even themselves can undergo a self correction stage.
• When teachers are teaching colours, make sure that the colours chose are very clear and depicts the real colour. For example, it might be confusing for learners to differenciate between a dark red and brown. Therefore, pick colours that distinctively different from each other so that young learners can easily and instantly recognize the colours.
• Learners' background knowledge should be taken into consideration. Pictures used should be able to allow learners to reflect or recall their schemata so that they are capable to relate the new input to their previous knowledge. For example, as rural area learner are taught about spaghetti, that one does not have any encounter with and familiar to will slower down the learning pace.
• Avoid simply cutting pictures without looking at the context. Teachers should not simply cut pictures and ask learners to rearrange them. For example, pictures of a cute baby or a man's face are cut into pieces and the teacher wants her learners to rearrange them accordingly. These pictures in pieces will horrify the learners otherwise turn them to be brutal after a long period of exposure to such kind of improper pictures.
• Pictures used should suit the teaching context. For example, a sportswoman's body is used to teach parts of the body in English Language. It will be more relevant to use a boy's or a girl's body to show the parts. A sportwoman's pictures would be more appropriate in a Physical Education lesson.
• Activity designed should be able to cater to mix ability of learners' needs. This is because we rarely see all schools have clear streaming system on according to academic performance especially in the lower primary. Therefore, teachers should consider preparing questions on a variety of easy, moderate and difficult level to suit the learners' different ability.

Well, there are always questions posed for us to answer in our blog. No exception for today's lecture too. I find it truoblesome at times to write and write and write... like no ending...but thinking positively from another perspective, this session of the blog actually allows us to do a self reflection on what we have learnt as well as a feedback session on the effectiveness of the lesson.

Here are the 3 questions:

1. Do you understand the basic knowledge using Note book function in SMART board? If yes which part that you understand most? If not why you did not understand?

Well, my answer is Yes and No. Yes is because I have got a brief idea on what to do with IWB since I've explained the functions learnt in Miss Fenny's class in the earlier part of this blog. The terms on clonning, grouping, capturing, dragging, gallery and etc are used and how and where to click and select functions are shared too. The point is I am in the edge of "half bucket water" as what the chinese says. Knowing everything but all on surface level. I am not a pro yet in manipulating the IWB but I am determined to learn more as I've got hold of the Smart notebook software. I think I could only share my experience and difficulties in depth regarding IWB when I've been in contact with it for quite some time. Wanting to get familiar with it first. However, the experience of doing it on computer and on IWB is totally different. It seems to be same but the "touching process" makes all the difference. So, since practice makes perfect that makes me wonder will all of us get the chance to "touch" the IWB or I should say "molest" it until we grab whole of the skills and knowledge of using the IWB since there are only 1 or two IWB available for the 76 of us? Moreover, if I am so lucky to be a master of IWB, will I have the chance to utilize my knowledge in schools in future? What if I'm posted to very rural areas? Will there be an IWB? Started harrassing my poor brains......

2. Do you understand the basic knowledge to use gallery feature and attachment picture in SMART board incorporate for teaching English vocabulary for standard 4 students?

Yes.

I've explained the procedures in doing that step by step in the earlier section of my blog. Well, to me smartboard is very effective to be incorporated for the teaching English vocabulary. Why?

• learners are allowed to give responses on the pictures.
• learners are allowed to write answers on the board.
• learners are given the picture to learn through concrete pictures which lies in their cognitive ability. They can understand and remember the vocabulary taught better.
• learners are allowed to check their answers.
• learners learn cooperatively since everyone can participate.
• learners can label or match or fill in the blanks in activities carried out via IWB.
• If there is internet connection, teacher can allow learners to search the definitions synonyms and pronunciation through online dictionaries, thesaurus and encyclopedias.

3. Do you find that SMART board is useful tool to support in teaching and learning? If yes, why it is useful? If not, what is the problem?

Yes.

• It provides colourful and attractive pictures which are able to capture young learners' attention.
• Learners are able to read words clearly and see pictures vividly.
• Learners are able to take part in the learning process by attempting questions (labelling, matching, fill in the blanks, writing) on the IWB.
• Self correction can be taken place.
• Learners' creativity and aesthetic development can be enhanced. They will learn to appreciate beautiful graphics (arts).
• Learners' sense of wonder and natural curiosity is engaged in the learning process. (story telling session, making predictions and create suspense where the part is covered on IWB)
• Teachers are able to save time copying notes, practices, questions on the board during the lesson to ensure that more input is given and complete the syllabus in time.
• Teachers are able to save time, money and effort in preparing teaching materials.
• Teachers are able reuse the teaching activities in future or other classes.

No.

• Bad handwriting might not be read by the software. This hinders young learners who mostly hae bad handwriting from using the IWB. Therefore, teachers should better plan more activities that require learners to match and label. Otherwise, they are asked to type the words using the "keyboard" function but it will take up more time to type especially when learners are not familiar with the key sequencing of the keyboard.
• The flexibility of adjustment of IWB. (This issue is discussed in the earlier section of my blog)
• The sensitivity of the IWB. I find some of the proficient IWB users having difficulties in utilizing the IWB too especially during my Mathematics Lectures where we use the Geometry Sketch Pad.

I've got to stop now. Fatigue. I did this blog all over again as the network was so unstable that caused me to lose my entire blog. It didn't automatic save it and as I published it, the website notified me that they weren't able to publish it. Lost the blog & failed to publish it. How pathetic!

The moral of the blog is " Save your work manually before it is too late!!!"