[Advisory] IWBs - An Australian perspective

[Andy Bird]

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Our experience could not be further from the examples given here.  I don't
think you would find one of our primary practitioner who would state that a
penny was wasted on their boards with a few exceptions, normally down to
poor choice of position.

I think one interesting measure of the importance and impact of IWBs on
classroom practise must be the reaction of teachers if you tried to take
them away.  I can assure you that the flaming brands and pitch forks would
be out if you even suggested to our primary schools that you would take
their boards from them.  I don't know where others are going wrong but the
IWBs have been a significant driver of ICT development in nearly all our
primary schools.  We are now encouraging teachers to put it in the hands of
the pupils as another resource for pupil use of ICT.  Again, some teachers
have being doing this all along.

This is a development process and an ongoing one at that. I struggle to see
how people can state that the boards were installed and they were a waste..
why has CPD stopped? This is an ongoing process of continual development.  I
can understand a argument that states "we are not presently getting value
out of our boards" and the answer of course is "do something about it".  The
boards in the hands of a good practitioner are astounding (it's the software
stupid).. the problem is a lack of sharing and CPD not the hardware.

You will note that all the above refers to primary.. our experience
in secondary is a different matter but the same solution.. they never came
out for training and never will and will never experience the power of the
IWB.  They just don't understand that the boards are a powerful tool for
learning and not a presentation method

I am most concerned that anyone reading this thread will be left with the
impression that it is all dire.. this is not the case.

andy

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<div>Our experience could not be further from the examples given here. =A0I=
 don&#39;t think you would find one of our primary practitioner who would s=
tate that a penny was wasted on their boards with a few=A0exceptions, norma=
lly down to poor choice of=A0position.</div>

<div>=A0</div>I think one interesting measure of the importance and impact =
of IWBs on classroom practise must be the=A0reaction=A0of teachers if you t=
ried to take them away. =A0I can assure you that the flaming brands and pit=
ch forks would be out if you even suggested to our primary schools that you=
 would take their boards from them. =A0I don&#39;t know where others are go=
ing wrong but the IWBs have been a significant driver of ICT development in=
 nearly all our primary schools. =A0We are now encouraging teachers to put =
it in the hands of the pupils as another resource for pupil use of ICT. =A0=
Again, some teachers have being doing this all along.<div>

<br></div><div>This is a development process and an ongoing one at that. I =
struggle to see how people can state that the boards were installed and the=
y were a waste.. why has CPD stopped? This is an ongoing process of continu=
al development. =A0I can understand a argument that states &quot;we are not=
 presently getting value out of our boards&quot; and the answer of course i=
s &quot;do something about it&quot;. =A0The boards in the hands of a good=
=A0practitioner are astounding (it&#39;s the software stupid).. the problem=
 is a lack of sharing and CPD not the hardware.</div>

<div><br></div><div>You will note that all the above refers to primary.. ou=
r experience in=A0secondary=A0is a different matter but the same solution..=
 they never came out for training and never will and will never experience =
the power of the IWB. =A0They just don&#39;t understand that the boards are=
 a powerful tool for learning and not a presentation method</div>
<div><br></div><div>I am most concerned that anyone reading this thread wil=
l be left with the impression that it is all dire.. this is not the case.</=
div><div><br></div><div>andy</div><div><br></div>
<div><br><div>
<br></div><div><br></div>
</div>

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