When teachers begin to use Interactive Whiteboards, they generally progress through stages of development as they become more effective at using the interactivity of IWBs to support improved learning outcomes .
Knowing which stage you are at in a continuum of skills and capabilities can help you greatly to understand where you want to go, and how you can improve learning and teaching with IWBs.
In 2008, a professional learning team at Rosehill Secondary College focused on the use of IWBs to transform learning. Early on in the project, the teacher team used Gary Beauchamp's continuum of IWB skills (see below) to identify their professional learning needs. Damien Toussaint said that the continuum was:
'...useful because we used it to recognise that as individual teachers, we are all at different stages of the continuum and this is ok - each teacher now has skills to aim at developing and aiming to move forward.'
In his paper, 'Teacher Use of the Interactive Whiteboard in Primary Schools: towards an effective transition framework', Gary Beauchamp from the University of Wales (UK) has developed a set of categories (a continuum) to help explain what’s happening in the classroom when teachers progress in their skill with using Interactive Whiteboards to improve student learning.
Gary Beauchamp's report is available via the link below.The stages of the continuum are also explored and built on in the Melbourne University research of Anthony Jones and John Vincent.
Most teachers in Victorian government schools are familiar with ePotential ICT Capabilities Survey and the continuum that underpins the survey. The phases of development in the ePotential ICT Capabilities Survey Continuum describe the kind of teaching and learning that is happening at each level. See how Gary Beauchamp's IWB skill development continuum lines up with the ePotential ICT Capabilities Continuum.
Download the PDF below.
PrimaryAdded by:
Daniel, Madeleine MDate:
23/04/2008Copyright:
State of Victoria (DEECD) 2008
