English, R. (2006) – Does using an IWB create a more meaningful environment for children to learn?
This article highlights some key benefits from using an IWB which I would have to agree with after teaching with IWBs over the last few months. One of the main benefits I found was that the children would all be able to see the screen and I could often organise my lesson around using a powerpoint or notebook on the IWB to ensure the flow of the lesson and return to work done earlier in the lesson. Another benefit that was highlighted within this article that I also found within the second school I worked in was that I could use lots of resources from the internet and fun, interactive games with the children, especially during maths lessons. Unfortunately, in my first school I found that the IWB was very impractical to use with a risk to Health and safety for the children if they attempted to use it interactively due to the height and position of furniture around it. This meant using games that could be interactive within maths lessons were less interesting and frustrated the children as they could not join in. This was shown as a negative side to some IWBs due to the way they have been positioned in the classroom.
Another benefit highlighted within the article was that the resources can be shared. Again, within my second placement, I planned lessons for the whole of year 5 using resources and powerpoints on the IWB and shared them using the network at the school with the other year 5 teachers to save them having to produce their own resources as well.
I also agree with the point that the article makes that using the IWB can increase the children’s communication skills and confidence. This was the case for some of the children I came across as they were fairly shy but coming out to the IWB was seen as a treat and so were keen to come up and explain their answers, using the IWB pens to also write out what they were trying to express. However, I only agree to this to an extent as some children did not like using the IWB to show their ideas as they found it very difficult to write on.
One of the major drawbacks of IWB illustrated within the article and something I feel is central to the debate on IWBs is that it can reduce the amount of input teachers carry out. Teachers need to make sure that they are still interacting with the pupils alongside the IWB and do not overemphasise the entertainment side of the IWB rather than producing quality teaching and learning. It is good to motivate the children but teachers need to constantly be thinking, ‘what is the educational value of this?’ to ensure that they do not fall into the trap of simply entertaining the children rather than actually teaching them. Over-using the IWB can also lead to the class spending more time as a whole where smaller groups are sometimes more beneficial, more traditional routes can sometimes be more useful. Therefore, IWB can be a fantastic addition to the classroom and a valued tool in teaching and learning if used correctly and safely with children and not over-relied on.
Muirhead, G. (2005) - Which creates a more meaningful environment; a computer suite or wireless laptops?
One of the drawbacks about ICT within schools shown in the article is that the government leads initiatives; however, each initiative is not always given enough time to be followed through before the next one has started, moving in a different direction. I think this is the case with computer suites and wireless laptops. No longer has a school managed to build and resource a computer suite than the new system comes in with wireless laptops, leaving their brand new computer suite as old fashioned before it has even started. From reading this article it showed that there is currently a debate over whether an ICT suite is more effective than portable laptops.
This article highlights some key benefits from using an IWB which I would have to agree with after teaching with IWBs over the last few months. One of the main benefits I found was that the children would all be able to see the screen and I could often organise my lesson around using a powerpoint or notebook on the IWB to ensure the flow of the lesson and return to work done earlier in the lesson. Another benefit that was highlighted within this article that I also found within the second school I worked in was that I could use lots of resources from the internet and fun, interactive games with the children, especially during maths lessons. Unfortunately, in my first school I found that the IWB was very impractical to use with a risk to Health and safety for the children if they attempted to use it interactively due to the height and position of furniture around it. This meant using games that could be interactive within maths lessons were less interesting and frustrated the children as they could not join in. This was shown as a negative side to some IWBs due to the way they have been positioned in the classroom.
Another benefit highlighted within the article was that the resources can be shared. Again, within my second placement, I planned lessons for the whole of year 5 using resources and powerpoints on the IWB and shared them using the network at the school with the other year 5 teachers to save them having to produce their own resources as well.
I also agree with the point that the article makes that using the IWB can increase the children’s communication skills and confidence. This was the case for some of the children I came across as they were fairly shy but coming out to the IWB was seen as a treat and so were keen to come up and explain their answers, using the IWB pens to also write out what they were trying to express. However, I only agree to this to an extent as some children did not like using the IWB to show their ideas as they found it very difficult to write on.
One of the major drawbacks of IWB illustrated within the article and something I feel is central to the debate on IWBs is that it can reduce the amount of input teachers carry out. Teachers need to make sure that they are still interacting with the pupils alongside the IWB and do not overemphasise the entertainment side of the IWB rather than producing quality teaching and learning. It is good to motivate the children but teachers need to constantly be thinking, ‘what is the educational value of this?’ to ensure that they do not fall into the trap of simply entertaining the children rather than actually teaching them. Over-using the IWB can also lead to the class spending more time as a whole where smaller groups are sometimes more beneficial, more traditional routes can sometimes be more useful. Therefore, IWB can be a fantastic addition to the classroom and a valued tool in teaching and learning if used correctly and safely with children and not over-relied on.
Muirhead, G. (2005) - Which creates a more meaningful environment; a computer suite or wireless laptops?
One of the drawbacks about ICT within schools shown in the article is that the government leads initiatives; however, each initiative is not always given enough time to be followed through before the next one has started, moving in a different direction. I think this is the case with computer suites and wireless laptops. No longer has a school managed to build and resource a computer suite than the new system comes in with wireless laptops, leaving their brand new computer suite as old fashioned before it has even started. From reading this article it showed that there is currently a debate over whether an ICT suite is more effective than portable laptops.
One point in the article explained the flexibility of laptops meant ICT lessons can take place anywhere in the school. Plus, using laptops meant more chances to incorporate ICT into a variety of lessons across the curriculum to prevent them becoming a separate lesson. As well as this, there are more opportunities for using wireless as you don’t need to keep to your slot in the suite. Plus, the children can also access all their classroom resources during the lesson. From my experience, some ICT suites have a double function due to lack of space within the school which will reduce the time used for ICT even more.
Another issue raised within the article is the possibility of children being able to take laptops home with them to complete their homework on if they do not have the resources at home. The risk with this is that parents need to be made aware that the child may be able to access the internet so they need to make sure they are monitoring their child’s use. Also, the risk of damaging the laptops is a lot higher than computers that are sat in a suite and all schools have to consider costs when deciding how to use ICT.
The health risks of wireless laptops explained in the article show there has not been enough time to conduct effective research and so it is still contentious. However, I do not think this can be a serious health risk as otherwise schools would not be allowed to use the wireless laptops until further research was completed. Therefore, using a mix of both laptops and a computer suite will reduce the amount of time that children have to be using the laptops and give them another option. From my experience within schools using both laptops and a suite, the suite rapidly became redundant so having both may not be successful.
