From observations and interviews during the school visit in August 2006 For her observed lesson, Sharon used the learning object ‘Music maker’, which is designed to develop Maths concepts. She used it for a whole-class activity in which students, who were sitting in front of the interactive whiteboard on the mat, had to make notes in their books. For the most part, Sharon did not use the interactive whiteboard herself but instead directed the students’ use of it. By the time of the observed lesson, students had been using the interactive whiteboard everyday for spelling, and they were making a class book in which they used Adobe Photoshop to insert their faces onto fish bodies as part of creating an ‘under the sea’ story. Sharon has noticed that the interactive whiteboard has cut down paper use quite dramatically, particularly as she is able to use CDs or the Internet for reading instead of having to photocopy sheets for individual use by students. Among other benefits of the whiteboard raised by Sharon were the opportunities for spontaneous teaching, particularly being able to access the Internet easily in a way that all students can see, without their having to move. For example, when students ask questions or are curious about what things look like, Sharon uses the Internet to find answers or pictures. From observations and interviews during the school visit in April 2007 For her observed lesson Sharon used a learning object on shapes, with her students sitting on the mat in front of the interactive whiteboard and each having a turn finding the shapes in pictures. Unlike her practice earlier in the project, Sharon no longer needs to plan explicitly for the interactive whiteboard, finding instead that: … it just happens. And because I know what’s available and what I can use, I don’t have to think too much about it. When looking for resources, Sharon notes if she finds something appropriate for her students, even if it is not exactly what she’s looking for at the time, so that she keeps developing a bank of resources she knows are worthwhile. She still uses the whiteboard every day for spelling, and has started to use it for Maths too. Like Ursula, she finds it easier to plan for relief teachers on her interactive whiteboard. This is a big change for her because: … when we first got them I used to cover them and put a sign saying ‘Interactive whiteboard. Don’t touch!’, while now it’s more like ‘Interactive whiteboard. Please touch!’. From the interview at the Alice Springs workshop In relation to learning objects, Sharon restricts her use mainly to Maths learning objects because her years 1–2 students are not advanced readers. To choose Maths learning objects she examines the ones that are appropriate to the age of her students. Sometimes she uses them even without reviewing them, but in such cases she tells the students she hasn’t checked it yet. She is sufficiently confident with her students to be able to use something that might not work. Sharon reported that she had to introduce a rule that students on the mat can help the student at the interactive whiteboard only if they ask for help, as otherwise students get too excited. She appreciates the way in which students get congratulated when they reach the right answers in the learning objects, believing that this is particularly important for very young students. Sharon has noticed a considerable development in her students’ IT skills since they have had access to the interactive whiteboard. She thinks this leads to other skills such as students knowing about capital letters for names, because they have to use the shift key when they type their name. Sharon is now so comfortable with her interactive whiteboard that in looking to employment in another school, she will not consider applying for a job if there was not an interactive whiteboard, or the possibility of an interactive whiteboard, available for her use.
Towards a disruptive pedagogy
Page 27