Wednesday, November 20, 2013

Future of interactive whiteboards and slates?

Last night, I taught a class of future teachers about interactive whiteboards, response systems, and interactive slates. Though most understood the benefits of response devices (from cell phones to clickers) - immediate feedback, revising lessons, adapting lessons to fit student needs - many did not see the value in interactive whiteboards.

Perhaps, that is because I have lost seeing the value in them as well. With BYOD, 1:1 initiatives, and the dawn of tablets and cell phones in all hands, it is hard to argue for a large whiteboard. It is even more difficult when many do not understand how to make them interactive - how to use them beyond just, well, a whiteboard.

When I mentioned interactive whiteboard to my future teachers last night - the age bracket that grew up with these devices - their first comment was "how is that any different that an overhead projector or markers and a board?" If they don't see the value or see how they can be interactive after witnessing them in use, are they interactive? Or, are we just not using them to their full potential? Is their hefty price tag warranted? At over $1600 a piece, the ActivBoards make it difficult for many campuses to afford. However, a Mimio Teach  runs for around $700. As a result, I have seen my district and others move away from the traditional interactive whitebaord. Outside of the Mimio, there are not interactive projectors, and apps like Doceri for the iPad that can do similar things for far, far less.

Therefore, I spend less and less time training on the IWB and more time training teachers on design thinking, problem-based learning, and challenge-based learning - styles that promote authentic learning with the help of technology.

Where do you see IWBs headed? Education Week made several great comments nearly two years ago, but yet, the discussion still continues...


1 comment:

  1. Thanks for Posting ! first time I have found a genuine post related to Interactive Whiteboards


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