Draft+version+of+your+report


 * Type here a draft version of your report by April 3rd. Your tutor will provide you with some feedback before your final version!

Okay everyone - this is the final version - i have added the reference list (the sources we used in the press release) and a bibliography (other sources we used for this activity - please feel free to add in any other sources you used too. There were a couple that i couldnt find the correct reference, so i left them out. Jocelyn - if you come up with a better title then please insert it. I will check in about 12 hours time and see if there are any changes to this document - if not, then i will be posting them to the webct site. Michelle**

OK Michelle Go for it. I've added the additional references and I'm happy with it all.Thanks for doing the references. Jocelyn


 * Title:** **Keeping the Learning Alive - Learning** **interactively with Interactive Whiteboards**

The interactive whiteboard (IWB) has been incorporated into various learning environments for more than a decade in countries such as the United States, United Kingdom, Canada and Australia. The IWB is a large touch-sensitive electronic display panel connected with a PC to capture hand writing, present interactive content and record learning process. It allows teachers to create student centered learning experiences that can be motivating, engaging and collaborative.

Through IWB display panel, students can collaboratively construct and represent their ideas and thinking by manipulating and interacting with prepared resources such as movies, audios, images, text or even educational software. During presentation and interaction, students' learning process can be recorded and to be made available for teachers to model good learning strategies. Furthermore, social learning can be promoted thought IWB's networking capability to reach global community. This leads to opportunities to experience virtual learning and process the information into constructed knowledge.

Although technologically advanced and sometimes considered costly, IWB’s can be counter productive to learning and a poor utilisation of funding. Derek Wenmoth (2006) from CORE Education New Zealand, cites drill and practice exercises, the domination of the board by some students, the dependence on the developer’s templates and the over-reliance on IWB technology as a motivational devices, as some of the disadvantages in using IWBs.

Research shows that IWB’s may just perpetrate traditional teaching methods of chalk and talk. Reseachers, Kennewell and colleagues (2003, 2008) from University of Wales, consider that a commitment to professional development and establishing effective pedagogy is fundamental for teachers to be able to utilize IWB’s fully and effectively into their practice. IWBs do support and foster collaborative constructivist pedagogy only when used well. __ **References** __ Derek, W. (2006). Interactive Whiteboards - balancing the debate. Retrieved March 20, 2009, from: Derek's Blog: []

Kennewell, S and Morgan, A. (2003) Student Teachers’ Experiences and Attitudes Towards Using Interactive Whiteboards in the Teaching and Learning of Young Children, Australian Computer Society

Kennewell, S., Tanner, H., Jones, S. & Beauchamp, G. (2008) Analysing the Use of Interactive Technology to Implement Interactive Teaching. //Journal of Computer Assisted Learning,// 24(1):61-73.

__ **Bibliography** __ Boyle, T. (2005). Visualising their voice: Using IWBs for creating images to think with. //Journal of Computer Assisted Learning,// 21, 28-31.

Gillen, J., Littleton, K., Twiner, A., Sttaarman, J.K. & Mercer, N. (2008). Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. //Journal of Computer Assisted Learning//, 24, 348-358.

Glover, D., Miller, D., & Averis, D. (2004). Panacea or Prop: The role of the interactive whiteboard in improving teaching effectiveness. Paper presented at the Tenth International Congress of Mathematics Education.

Karin, N. (2009 ). SMARTer Music Teaching: Interactive Whiteboard Use in Music Classrooms. 22(2), 3 - 11.

McDowell, A. & Murray, M. (2005). Interactive whiteboard technology and its role in peer tutoring, using written and visual language. //Computers in New Zealand Schools//, 17(3), 25-27. O'Hanlon, C.(2007) Board Certified //T.H.E. Journal,// 34 (6),30 - 34 Redwood, E. & Beyer, S. (2005). Connectivity and interaction: Peer support using interactive whiteboard technologies. //Computers in New Zealand Schools,// 17(3), 20-24.

Shenton, A. & Pagett, L. (2007) From ‘bored’ to screen: the use of the interactive whiteboard for literacy in six primary classrooms in England, //Literacy//, 41(3): 129-136.

Slay, H., Sieborger, I., Hodgkinson-Williams, C. (2008) Interactive whiteboards: Real beauty or just ‘‘lipstick”? //Computers & Education//, 51, 1321–1341. SMART Technologies Inc. (April, 2004). Interactive whiteboards and learning: A review of classroom case studies and research literature. Retrieved December 15, 2008 from []

Smith, H.J., Higgins, S., Wall, K. & Miller, J. (2005) Interactive whiteboards: boon or bandwagon? A critical review of the literature. //Journal of Computer Assisted Learning//, 21, 91–101.

Tanner, H. & Jones, S. (2007) How Interactive Is Your Whiteboard?. Mathematics Teaching Incorporating Micromath. January. 37 - 41.

Wood, R. & Ashfield, J. (2008) The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study, //British Journal of Educational Technology//, 39(1): 84-96.

Zevenbergen, R. and Lerman, S. (2008) Learning Environments Using Interactive Whiteboards: New Learning Spaces or Reproduction of Old Technologies? //Mathematics Education Research Journal//, 20(1): 108–126.

End Of Press release - final version


 * Dear all - time is pressing now - and i think we need to finalise our press release. If you look at our WebCT page you will see that Panos posted some feedback and answered our questions. The pressrelease cannot be more than 300 words. He also said that we need to include some references - both in the text (author & date) and then at the end of the press release for our colleagues to see what we used. I have pasted Yang's version as it is 279 words so far (which will allow us some word lenght to add a couple of references) and made a slight change to one sentence and am adding some references. Yang do you have the reference of Derek Wenmoth?? can you insert it pls. Jocelyn can you please read through as see if there are any better references to add into the text. Can each of you please give a shot at a title ... i have come up with this - but not very thrilled about it!! it doesnt capture my attention. Also can you both let me know when you are okay with the text - so that on Monday evening i will post the completed work to the WebCT page for the rest of the class to see.

Michelle's title - Learning Interactively with Interactive White Boards

Hi Jocelyn and Michelle Thanks for the great work. The title I could think about is

Keeping the Learning Alive -- Learning** **interactively with Interactive Whiteboards**

Derek's article Reference: Derek, W. (2006). Interactive Whiteboards - balancing the debate. Retrieved March 20, 2009, from: Derek's Blog: http://blog.core-ed.net/derek/2006/11/interactive_whiteboards_balanc.html

The interactive whiteboard (IWB) has been incorporated into various learning environments for more than a decade in countries such as the United States, United Kingdom, Canada and Australia. The IWB is a large touch-sensitive electronic display panel connected with a PC to capture hand writing, present interactive content and record learning process. It allows teachers to create student centered learning experiences that can be motivating, engaging and collaborative.
 * Title:**

Through IWB display panel, students can collaboratively construct and represent their ideas and thinking by manipulating and interacting with prepared resources such as movies, audios, images, text or even educational software. During presentation and interaction, students' learning process can be recorded and to be made available for teachers to model good learning strategies. Furthermore, social learning can be promoted thought IWB's networking capability to reach global community. This leads to opportunities to experience virtual learning and process the information into constructed knowledge.

Although technologically advanced and sometimes considered costly, IWB’s can be counter productive to learning and a poor utlisation of funding. Derek Wenmoth (2006) from CORE Education New Zealand, cites drill and practice exercises, the domination of the board by some students, the dependence on the developer’s templates and the over-reliance on IWB technology as a motivational devices, as some of the disadvantages in using IWBs.

Research shows that IWB’s may just perpetrate traditional teaching methods of chalk and talk. Reseachers, Kennewell and colleagues (2007) from University of Wales, consider that a commitment to professional development and establishing effective pedagogy is fundamental for teachers to be able to utilize IWB’s fully and effectively into their practice. IWBs do support and foster collaborative constructivist pedagogy only when used well.

References

Derek W. (2006) Interactive Whiteboards - balancing the debate. Retrieved March 20, 2009 from Derek's Blog, http://blog.core-ed.net/derek/2006/11/interactive_whiteboards_balamc.html

Kennewell, S., Tanner, H., Jones, S. & Beauchamp G. (2007) Analysisng the use of interactive technology to implement interactive teaching, Journal of Computer Assisted Learning, 24, 61-73.

End of our Press release ___

The interactive whiteboard (IWB) has been incorporated into various learning environments for more than a decade with research into its impact emerging from the United States, United Kingdom, Canada and Australia. The IWB is a large touch-sensitive electronic display panel, which is used to enhance teaching and learning experiences as it captures hand written notes, processes and saves these into text format or on a computer screen.

The interactive whiteboard (IWB) has been incorporated into various learning environments for more than a decade with research into its impact emerging from the United States, United Kingdom, Canada and Australia. The IWB is a large touch-sensitive electronic display panel, which is used to enhance teaching and learning experiences as it captures hand written notes, processes and saves these into text format or on a computer screen.

The large interactive interface of the IWB allows teachers to create student centered learning experiences that can be motivating, engaging and collaborative. Prepared resources like movies, sound files, images and text files can be displayed allowing the teacher to model good learning strategies. The students can collaboratively construct and represent their ideas and thinking by manipulating the resources. By writing on the board learners can interact with the resources which can be saved directly to a computer. Internet access allows further interconnectivity with the global community by projecting the downloaded images onto the board. This leads to opportunities to experience virtual learning and process the information into constructed knowledge.

Although technologically advanced and sometimes considered costly, IWB’s can be counter productive to learning and a poor utlisation of funding. Wenmoth. CORE Education New Zealand, acknowledges that there are disadvantages with the use of the IWB. He cites drill and practice exercises, the domination of the board by some students, the dependence on the developer’s templates and the over-reliance on IWB technology as a motivational devices.

Research shows that IWB’s may just perpetrate traditional teaching methods of chalk and talk Reseachers, Kennewell and Morgan, from University of Wales, consider that a commitment to professional development and establishing effective pedagogy is fundamental for teachers to be able to utilize IWB’s fully and effectively into their practice. IWBs do support and foster collaborative constructivist pedagogy only when used well.

=
=Thanks for a great start. I think it is really good for a draft and from this we can make some improvement. Some of my thought: Possibly We could include "who, what, where, when and why" and combine first 2 paragraphcs to make a strong strat. I have also changed some

We could also delete or reduce some descriptive information about the function of IWB, such as in the second and the third paragraph.

Please let me know what you think.

Yang

example:

The interactive whiteboard (IWB) has been incorporated into various learning environments for more than a decade in countries such as the United States, United Kingdom, Canada and Australia. The IWB is a large touch-sensitive electronic display panel connected with a PC to capture hand writing, present interactive content and record learning process. It allows teachers to create student centered learning experiences that can be motivating, engaging and collaborative.

Through IWB display panel, students can collaboratively construct and represent their ideas and thinking by manipulating and interacting with prepared resources such as movies, audios, images, text or even educational software. During presentation and interaction, students' learning process can be recorded and to be made available for teachers to model good learning strategies. Furthermore, social learning can be promoted thought IWB's networking capability to reach global community. This leads to opportunities to experience virtual learning and process the information into constructed knowledge.

Although technologically advanced and sometimes considered costly, IWB’s can be counter productive to learning and a poor utlisation of funding. Derek Wenmoth from CORE Education New Zealand, acknowledges that there are disadvantages with the use of the IWB. He cites drill and practice exercises, the domination of the board by some students, the dependence on the developer’s templates and the over-reliance on IWB technology as a motivational devices.

Research shows that IWB’s may just perpetrate traditional teaching methods of chalk and talk Reseachers, Kennewell and Morgan, from University of Wales, consider that a commitment to professional development and establishing effective pedagogy is fundamental for teachers to be able to utilize IWB’s fully and effectively into their practice. IWBs do support and foster collaborative constructivist pedagogy only when used well.

=
== Michelle - Great start Jocelyn - i was wondering - this needs to be 250 words and needs to target educational authorities - shall we write this press release as though we are trying to stimulate and encourage educational authorities to implement the use of this technology? I think we need to condence the first paragraph (we should cut alot of words like that)
 * My thoughts 332 words. Jocelyn.**

{The interactive whiteboard (IWN) has been incorporated into various learning environments for more than a decade with research into its impact emerging from the United States, United Kingdom, Canada and Australia. The IWB is a large touch-sensitive electronic display panel, which is used to enhance teaching and learning experiences as it captures hand written notes, processes and saves these into text format or on a computer screen. } (just added more of a research emphasis and tried to compress the first paragraph Michelle)

An interactive whiteboard (IWB) is a large touch-sensitive electronic display panel, which is used to enhance teaching and learning experiences. The IWB can be used as a whiteboard, an electronic board which captures hand written notes and processes and saves these into text format, or as an interactive computer screen. Computer images can be displayed directly onto the IWB via a dataprojector. These images can be moved by touching the surface of the display panel with either fingers or pens in a similar way to that which a mouse is used on a computer.

The large interactive interface of the IWB allows teachers to create student centered learning experiences that can be motivating, engaging and collaborative. Prepared resources like movies, sound files, images and text files can be displayed allowing the teacher to model good learning strategies. The students can collaboratively construct and represent their ideas and thinking by manipulating the resources. By writing on the board learners can interact with the resources which can be saved directly to a computer. Internet access allows further interconnectivity with the global community by projecting the downloaded images onto the board. This leads to opportunities to experience virtual learning and process the information into constructed knowledge. (I like this paragraph Michelle)

Although technologically advanced and sometimes considered costly, IWB’s can be counter productive to learning and a poor utlisation of funding. Derek Wenmoth from CORE Education New Zealand, acknowledges that there are disadvantages with the use of the IWB. He cites drill and practice exercises, the domination of the board by some students, the dependence on the developer’s templates and the over-reliance on IWB technology as a motivational devices. (Not sure that we should say that IWBs are counter productive to learning - if we are trying to "sell" this to senior educational authorities - i think we should list other limitations such as the need for funding (as already mentioned) and most importantly that the teachers need a lot of technical support to use this technology properly)

Research shows that IWB’s may just perpetrate traditional teaching methods of chalk and talk Reseachers, Kennewell and Morgan, from University of Wales, consider that a commitment to professional development and establishing effective pedagogy is fundamental for teachers to be able to utilize IWB’s fully and effectively into their practice. IWBs do support and foster collaborative constructivist pedagogy only when used well.