Interactive Whiteboards
_In our conventional understanding the prototype of a teacher is standing
in front of a blackboard all over covered with chalk. Yet, times have changed. Nowadays,
teachers are standing with their pupils in front of interactive whiteboards. Do we have to change our prototypical idea of a teacher? Recently, this
technical innovation finds its way into our classrooms replacing traditional
blackboards. Through our field trip to the Martin-Luther-Schule I became aware of
the fact that this development is not without controversy. For this reason, I
am going to discuss the question if interactive whiteboards should replace
traditional blackboards or if our schools should refuse the use of interactive
whiteboards. (Note: I will use the word “whiteboard” as a synonym for the word
“interactive whiteboard.)
The integration of interactive whiteboards in classrooms has attracted criticism
_ Opponents
who take part in this discussion refer to several disadvantages which are
associated with the use of interactive whiteboards. Above all, the prices are
criticized. One could argue that purchasing whiteboards is too expensive.
Furthermore, opponents could point out that there is no teaching material
available, in particular material which can be used in secondary schools. Detractors
could also emphasize the necessity for teachers to learn how to use an
interactive whiteboard. The most severe opponents would probably claim that
such a learning process would be totally unnecessary as interactive whiteboards
are just technical toys to play around with. Others, having a moderate opinion,
would argue that interactive whiteboards do not provide an additional value.
They would probably claim that there is no point in merely replacing chalk with
a fancy pen of an interactive whiteboard as the teacher’s writing, i.e. the
content, should remain in the focus of interest. Even if they admit that the
use of interactive whiteboards might have advantages in the future, they would
emphasize that one cannot enjoy these advantages at the moment. For instance,
they might refer to arguments mentioned above. Hence, they would conclude that
interactive whiteboards should not be used in classrooms. At first sight, such
an argumentation seems to be convincing. Yet, I argue that a more detailed
analysis of the arguments reveals weak points.
Critical voices should be put into perspective
_ Even though detractors are right after all that it would be advantageous
if more material was available, their point of view can be criticized.
Certainly, more teaching material will be published in the future since the
technical innovation will still continue to affect the market. Additionally,
detractors do not take into account that teachers can create their own teaching
material. Creating own material does not give teachers a lot of trouble as they
can create simple material without incorporating sound effects, videos, etc.
One suggestion is included in my e-portfolio. My proposal shows that teachers
can use the interactive whiteboard in order to teach vocabulary, like words
describing parts of the human body (cf. A Task for Interactive Whiteboards - Getting
Started – Learning English and Using the Interactive Whiteboard). This example also
shows that teachers can start using the interactive whiteboard
without handling it perfectly, but only by using its basic functions. As
regards media competence, it would be appreciable if teachers would have the
possibility of participating in teacher trainings in order to learn how to use
the interactive whiteboard. Additionally, useful publications are available on
the market. For instance, the publication by Gutenberg, Iser, and Machate,
entitled Interaktive Whiteboards im
Unterricht. Das Praxishandbuch, is very helpful as the reader is introduced
to the basic functions of the interactive whiteboard. Additionally, concrete
examples are presented. These subject-related examples will also provide
further ideas for creating own material. A more detailed introduction to the
use of whiteboards is provided by Jürgen Schlieszeit. In his work Mit Whiteboards unterrichten. Das neue
Medium sinnvoll nutzen, he does not only inform about the essential
aspects, but he also explains the functions of interactive whiteboards in
detail, for instance working with gap texts, saving teaching material, using lines,
etc. Furthermore, he refers to with technical aspects, for example he gives an
overview of different software. These book recommendations show that teachers
can draw on companions. Hence, the argument that there is no material available
for teachers is invalid.
Using interactive whiteboards can be enriching
_ Nevertheless, it has to be questioned if the use of the interactive
whiteboard provides an additional value. This question can be answered by
taking into account several subjects. For example, pupils in biology classes
are often supposed to examine under a microscope a plant cell. Unluckily, the
teacher might encounter the problem that not all pupils arrive at detecting the
parts of the cell. If the teacher uses an interactive whiteboard he or she can
use a camera in order to examine the cell together with all pupils giving
further explanations. Then, the parts of the cell could additionally be
attached with labels. That way, pupils can benefit from an interactive
visualization. Pupils and teachers can not only benefit in science classes from
the use of interactive whiteboards.
I took the photo at Marburg University.
For instance, geography teachers can use digital maps. Working with these maps can be motivating for pupils, for instance they can be supposed to rearrange elements and find the right places of the elements. Furthermore, the use of interactive whiteboards is particularly rewarding in language classes. Interactive whiteboards can facilitate the working process of analyzing texts since the text material can be seen by all pupils. For example, A-level students have to analyze a complicated poem like one of Shakespeare’s sonnets. They might be better able to deal with the text analysis task by using a whiteboard since relevant text passages can be highlighted and rhyme schemes and other stylistic devices can be directly shown in the text. There is another crucial advantage of using whiteboards in language teaching. Teachers can directly access authentic language material. For instance, language teachers can show short video clips or films, pupils can listen to songs or can have a look at specific websites, like the website “Official London City Guide”. That way, pupils can deal with written documents, but also with audiovisual documents. Furthermore, pupils can familiarize themselves with the culture of the country as the documents are authentic. Thus, using the whiteboard will help to pave the way for competence-orientated teaching as teachers can focus on intercultural competences and language competences. This is an essential requirement of the new curriculum: „Die Diskursfähigkeit entwickelt sich im schulischen Fremdsprachenunterricht insbesondere durch die Förderung von Kompetenzen in den folgenden Kompetenzbereichen: kommunikative Kompetenz in der Fremdsprache, transkulturelle Kompetenz . . .“ (Bildungsstandards 15). Certainly, pupils can acquire these competences in a language class without using the whiteboard. Nevertheless, the use of an interactive whiteboard might be an useful and enriching tool since authentic written and audiovisual documents can directly be used without organizing media equipment for the classroom. For this reason, it is also possible to use such material on a regular basis. Furthermore, integrating interactive whiteboards in language classes might contribute to the improvement of the pupils’ media competence. This is also a requirement in official guidelines: “Die Lernenden finden Zugang zu unterschiedlichen Medien – darunter auch zu Neuen Medien . . . Sie nutzen Medien kritisch-reflektiert, gestalterisch und technisch sachgerecht. Sie präsentieren ihre Lern- und Arbeitsergebnisse mediengestützt“ (Bildungsstandards 10). Thus, the remarks about competence-orientated teaching and the subject-related suggestions show particular advantages of using interactive whiteboards.
This analysis reveals that there are no considerable disadvantages associated with the integration of interactive whiteboards in teaching. More material will certainly be available soon; teachers can get informed about the use of interactive whiteboards; they can create their own material. Moreover, interactive whiteboards can provide an additional value for teaching and learning if they are used properly. For this reason, it should be approved that interactive whiteboards find their ways in our classrooms. Technical innovations should not be excluded from our schools as they are omnipresent in our society.
I took the photo at Marburg University.
For instance, geography teachers can use digital maps. Working with these maps can be motivating for pupils, for instance they can be supposed to rearrange elements and find the right places of the elements. Furthermore, the use of interactive whiteboards is particularly rewarding in language classes. Interactive whiteboards can facilitate the working process of analyzing texts since the text material can be seen by all pupils. For example, A-level students have to analyze a complicated poem like one of Shakespeare’s sonnets. They might be better able to deal with the text analysis task by using a whiteboard since relevant text passages can be highlighted and rhyme schemes and other stylistic devices can be directly shown in the text. There is another crucial advantage of using whiteboards in language teaching. Teachers can directly access authentic language material. For instance, language teachers can show short video clips or films, pupils can listen to songs or can have a look at specific websites, like the website “Official London City Guide”. That way, pupils can deal with written documents, but also with audiovisual documents. Furthermore, pupils can familiarize themselves with the culture of the country as the documents are authentic. Thus, using the whiteboard will help to pave the way for competence-orientated teaching as teachers can focus on intercultural competences and language competences. This is an essential requirement of the new curriculum: „Die Diskursfähigkeit entwickelt sich im schulischen Fremdsprachenunterricht insbesondere durch die Förderung von Kompetenzen in den folgenden Kompetenzbereichen: kommunikative Kompetenz in der Fremdsprache, transkulturelle Kompetenz . . .“ (Bildungsstandards 15). Certainly, pupils can acquire these competences in a language class without using the whiteboard. Nevertheless, the use of an interactive whiteboard might be an useful and enriching tool since authentic written and audiovisual documents can directly be used without organizing media equipment for the classroom. For this reason, it is also possible to use such material on a regular basis. Furthermore, integrating interactive whiteboards in language classes might contribute to the improvement of the pupils’ media competence. This is also a requirement in official guidelines: “Die Lernenden finden Zugang zu unterschiedlichen Medien – darunter auch zu Neuen Medien . . . Sie nutzen Medien kritisch-reflektiert, gestalterisch und technisch sachgerecht. Sie präsentieren ihre Lern- und Arbeitsergebnisse mediengestützt“ (Bildungsstandards 10). Thus, the remarks about competence-orientated teaching and the subject-related suggestions show particular advantages of using interactive whiteboards.
This analysis reveals that there are no considerable disadvantages associated with the integration of interactive whiteboards in teaching. More material will certainly be available soon; teachers can get informed about the use of interactive whiteboards; they can create their own material. Moreover, interactive whiteboards can provide an additional value for teaching and learning if they are used properly. For this reason, it should be approved that interactive whiteboards find their ways in our classrooms. Technical innovations should not be excluded from our schools as they are omnipresent in our society.
Bibliography
Gutenberg, Ulrich, Thomas Iser, and Christian Machate. Interaktive Whiteboards im Unterricht. Das Praxishandbuch. Brauchschweig:
Schroedel, 2010. Print.
Schließzeit, Jürgen. Mit Whiteboards unterrichten. Das neue Medium sinnvoll nutzen. Weinheim, Basel: Beltz, 2011. Print.
Hessisches Kultusministerium. Bildungsstandards und Inhaltsfelder. Das neue Kerncurriculum für Hessen. Sekundarstufe I – Gymnasium.
MODERNE FREMDSPRACHEN. Institut für Qualitätsentwicklung. Web. 28 Nov. 2011. PDF File. URL: http://www.iq.hessen.de
/irj/servlet/prt/portal/prtroot/slimp.CMReader/HKM_15/IQ_Internet/med/4c2/4c22d584-b546-821f-
012f-31e2389e4818,22222222-2222-2222-2222-222222222222
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Gutenberg, Ulrich, Thomas Iser, and Christian Machate. Interaktive Whiteboards im Unterricht. Das Praxishandbuch. Brauchschweig:
Schroedel, 2010. Print.
Schließzeit, Jürgen. Mit Whiteboards unterrichten. Das neue Medium sinnvoll nutzen. Weinheim, Basel: Beltz, 2011. Print.
Hessisches Kultusministerium. Bildungsstandards und Inhaltsfelder. Das neue Kerncurriculum für Hessen. Sekundarstufe I – Gymnasium.
MODERNE FREMDSPRACHEN. Institut für Qualitätsentwicklung. Web. 28 Nov. 2011. PDF File. URL: http://www.iq.hessen.de
/irj/servlet/prt/portal/prtroot/slimp.CMReader/HKM_15/IQ_Internet/med/4c2/4c22d584-b546-821f-
012f-31e2389e4818,22222222-2222-2222-2222-222222222222
_