Powerpoint describing the process of change teachers need to be aware of as they start to integrate IWB in their classrooms. Also includes examples of how to use the IWB as a digital hub.

1. Integrating ICT and Interactive Whiteboards in the Classroom

3. World wide changes in ICT and Education

7. Reflecting on Classroom Practice

10. CBAM Stages of Concern

11. Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it. Affective Dimension of Change: Concerns Based Adoptive Model Horsley & Loucks-Horsley “ I am not concerned about it. ”

12. Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it. Stage 1 (Informational): A teacher asks questions on hearing something new Affective Dimension of Change: Concerns Based Adoptive Model Horsley & Loucks-Horsley “ I would like to know more about it. ”

13. Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it. Stage 1 (Informational): A teacher asks questions on hearing something new Stage 2 (Personal): A teacher asks how it might affect them Affective Dimension of Change: Concerns Based Adoptive Model Horsley & Loucks-Horsley SELF “ How will using it affect me?”

14. Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it. Stage 1 (Informational): A teacher asks questions on hearing something new Stage 2 (Personal): A teacher asks how it might affect them Stage 3 (Management): A teacher engages with new skills, time demands, materials etc. Affective Dimension of Change: Concerns Based Adoptive Model Horsley & Loucks-Horsley SELF TASK “ I seem to be spending all my time getting the material ready”

15. Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it. Stage 1 (Informational): A teacher asks questions on hearing something new Stage 2 (Personal): A teacher asks how it might affect them Stage 3 (Management): A teacher engages with new skills, time demands, materials etc. Stage 4 (Consequence): A teacher considers how to make the innovation work better for learners Affective Dimension of Change: Concerns Based Adoptive Model Horsley & Loucks-Horsley SELF TASK IMPACT “ How is my use affecting the kids?”

16. Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it. Stage 1 (Informational): A teacher asks questions on hearing something new Stage 2 (Personal): A teacher asks how it might affect them Stage 3 (Management): A teacher engages with new skills, time demands, materials etc. Stage 4 (Consequence): A teacher considers how to make the innovation work better for learners Stage 5 (Collaboration): A teacher works with colleagues to make the innovation work better Affective Dimension of Change: Concerns Based Adoptive Model Horsley & Loucks-Horsley SELF TASK IMPACT “ I am concerned about relating what I am doing with what other instructors are doing ”

17. Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it. Stage 1 (Informational): A teacher asks questions on hearing something new Stage 2 (Personal): A teacher asks how it might affect them Stage 3 (Management): A teacher engages with new skills, time demands, materials etc. Stage 4 (Consequence): A teacher considers how to make the innovation work better for learners Stage 5 (Collaboration): A teacher works with colleagues to make the innovation work better Stage 6 (Refocusing): Having been successful with the innovation, a teacher seeks a further challenge Affective Dimension of Change: Concerns Based Adoptive Model Horsley & Loucks-Horsley SELF TASK IMPACT “ I have some ideas about something that would work even better.”

18. Stage 0: A teacher is either unaware of the proposed innovation or is not interested in using it. Stage 1 (Informational): A teacher asks questions on hearing something new Stage 2 (Personal): A teacher asks how it might affect them Stage 3 (Management): A teacher engages with new skills, time demands, materials etc. Stage 4 (Consequence): A teacher considers how to make the innovation work better for learners Stage 5 (Collaboration): A teacher works with colleagues to make the innovation work better Stage 6 (Refocusing): Having been successful with the innovation, a teacher seeks a further challenge Affective Dimension of Change: Concerns Based Adoptive Model Horsley & Loucks-Horsley SELF TASK IMPACT

19. What is the research saying about integrating IWB’s in the classroom?

22. Doing the Sums Nicholas Abbey TECHNOLOGY PEDAGOGY old pedagogy + old technology low performance improvement old pedagogy + new technology mild performance improvement new pedagogy + old technology mild performance improvement new pedagogy + new technology high performance improvement

25. A Productive Pedagogy Toolkit for IWB’s

27. Collaboration http://webmaths.files.wordpress.com/2009/05/81935.jpg

28. Demonstrations http://farm4.static.flickr.com/3664/3592995504_5298cd0fba.jpg

29. Brainstorm http://www.curriculumsupport.education.nsw.gov.au/env_ed/assets/images/brainstorm.jpg

30. Interaction http://www.curriculumsupport.education.nsw.gov.au/env_ed/assets/images/brainstorm.jpghttp://www.callinpractice.net/IWB/iwbinmflclassrooms/images/annotate/image_preview

31. Modelling http://sites.google.com/site/huntedweb/_/rsrc/1257432316077/xIWB-full.jpg?height=276&width=369

32. Higher Order Thinking Skills

33. Higher Order Thinking Skills Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, finding Understanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying Applying - Implementing, carrying out, using, executing Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring Creating - designing, constructing, planning, producing, inventing, devising, making Lower Order Thinking Skills (LOTS) Higher Order Thinking Skills (HOTS)

34. Higher Order Thinking Skills Before we can understand a concept we have to remember it Before we can apply the concept we must understand it Before we analyse it we must be able to apply it Before we can evaluate its impact we must have analysed it Before we can create we must have remembered , understood , applied , analysed , and evaluated .

35. Higher Order Thinking Skills TASK: Consider a number of lessons you have done recently – try to classify them according to the Taxonomy. What do you notice about the type of lessons you create?

38. Afternoon Task