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Red Team's Project On Interactive Whiteboards

2004 words - 8 pages

Abstract

On any collaborative project there is a process that is followed to create an end product. First is the topic that is decided on by the group after consideration of several viable subjects. Next is a gathering of resource information that supports the topic and the details giving credence to its relevance while at the same time collating the source information in an annotated bibliography. The group then comes together to outline the proposed team project and the first rough draft is produced. Still later, after many more hours of work and collaboration, the final product is submitted. The preliminary work and annotated bibliography already accomplished, the paper that follows is the presentation outline and rough draft for the Red team’s project on interactive whiteboards.

Introduction

Through the use of Interactive whiteboards, referred from this point forward as IWBs, the classroom setting moves into the 21st century as teachers and students alike employ this innovative tool to support learning in whatever form they need: text, audio, video, graphics, and images. Its use has heralded a new paradigm in the way lessons are taught allowing lessons to be more visual as well as giving students more hands-on, authentic learning experiences. This new “soup de jour” in education has many advantages and disadvantages, as well as a variety of applications that can be found throughout the educational spectrum, making many school districts seriously consider all its pros and cons when planning their future classrooms’ use of multimedia and technology.


Impact of Multimedia on Learning
Ensuring learners have access to instruction that they need is an important component of cognitive learning theory which is the foundation of many of today’s educational practices (Ormrod, 1999). Visual, auditory, and tactile learners can all be encouraged with the vast number of resources that can be found online. Multimedia technology that helps reinforce cognitive learning theory is widely available for teachers. Teaching with the aid of presentation software or interactive whiteboard software is a very effective method of chunking new information that is taught. Compacting the ideas into a few short bullet points, and progressing to the next slide or portion of the digital presentation only when that information has been completely covered, is a much more learner friendly method of delivering new information that purely reading it from a textbook where the pages may contain way too much new information. Cognitive learning theory can also be supported through the interaction with that vast amount of multimedia that exists online. Virtual field trips to any number of institutions and locations, discussion with other students and experts on sites such as Discovery Core, and exploring the growing number of photographs of historical places that can be found on Flikr are all very powerful ways that students can add their own observations and...

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