Digital flipcharts should contain visuals,
but those visuals should clearly focus
with all powerful tools, teachers must
use interactive whiteboards thoughtfully,
in accordance with what we know about
good classroom practice. EL
on important information.
visuals, but those visuals should clearly
focus on the important information.
Also, no single flipchart should contain
too many visuals or too much written
information.
; After asking a question and getting
student responses using voting devices,
the teacher should typically discuss the
correct answer along with the incorrect
answers, making sure to elicit opinions
from as many students as possible.
; When using reinforcing features
like virtual applause, teachers should
make sure that students focus on why an
answer is correct or incorrect. Although
these features can produce high engagement and certainly enliven the atmosphere in a classroom, they can also be
distracting if used without a clear focus
on essential content.
Interactive whiteboards have great
potential as a tool to enhance pedagogical practices in the classroom and ultimately improve student achievement.
However, simply assuming that using
this or any other technological tool can
automatically enhance student achievement would be a mistake. As is the case
References
Becker, C., & Lee, M. (2009). The interactive
whiteboard revolution: Teaching with IWBs.
Victoria, Australia: ACER Press.
Marzano, R. J., & Haystead, M. (2009). Final
report on the evaluation of the Promethean
technology. Englewood, CO: Marzano
Research Laboratory.
Robert J. Marzano is Cofounder and
CEO of Marzano Research Laboratory in
Denver, Colorado. He is the author of
The Art and Science of Teaching (ASCD,
2007) and coauthor, with Mark W.
Haystead, of Making Standards Useful in
the Classroom (ASCD, 2008). To contact
Marzano or participate in a study
regarding a specific instructional strategy,
visit www.marzanoresearch.com.
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