Use Of Whiteboards Research Articles

Use of Whiteboards During Clinical Postconference as an Active Learning Strategy.

Use of Whiteboards During Clinical Postconference as an Active Learning Strategy.

ORTAOKUL MATEMATİK ÖĞRETMENLERİNİN DERSLERİNDE ETKİLEŞİMLİ TAHTA KULLANIMINA YÖNELİK GÖRÜŞLERİ

Günümüzde geleneksel sınıf ortamlarının daha etkin ve teknolojik olarak donatılmış geleceğin sınıfları olma yolunda ilerleyebilmesi için, Millî Eğitim Bakanlığı tarafından çoğu okullardaki dersliklere etkileşimli tahta kurulumu gerçekleştirilmiştir. Bu bağlamda araştırmada etkileşimli tahta kullanımında aktif olarak görev alan ortaokul matematik öğretmenlerinin etkileşimli tahtayı derslerinin işlenişinde kullanımlarına yönelik görüşleri alınarak incelenmiştir. Araştırmada nitel araştırma desenlerinden betimsel araştırma yaklaşımı kullanılmıştır. Orta Anadolu’da bir il merkezinde görev yapmakta olan altı matematik öğretmeni ile bireysel görüşmeler gerçekleştirilmiştir. Görüşmeler ile etkileşimli tahta kullanımının, matematik dersine uygunluğu, öğretmenlerin bu teknolojiyi kullanım gerekçeleri, bu teknolojiyi kullanırken karşılaştıkları zorluklar, aldıkları eğitim ve önerileri ile ilgili temalar elde edilmiştir. Verilerin analizi sonucunda, öğretmenler matematik derslerinde etkileşimli tahta kullanmayı uygun bulurken, daha çok geometri dersinde kullandıklarını ve özellikle görselleştirme, öğrencinin ilgisini ve dikkatini çekme amacıyla kullandıklarını ifade etmişlerdir. Bu sonuçlara ek olarak öğretmenlerin tahtanın kullanımıyla ilgili yaşadıkları donanım ve eğitimle ilgili bazı zorluklar ve önerilere de yer verilmiştir.

A new model for the factors that affect interactive whiteboard usage of teachers and its effect on performance

In this study, it was aimed to investigate teachers’ acceptance and use of interactive whiteboard (IWB), technological pedagogical content knowledge (TPACK), transition to use IWB effects on teacher performance. A causal pattern was used based on the structural equation model established the causal relationship between the factors in the study. The study group of the study consisted of 305 teachers who worked in primary, secondary and high school in Turkey. Data were collected via 4 scales as Acceptance and Use of IWB Scale, TPACK Practical Scale, IWB Transition Framework Scale, and Teacher Performance Scale. In the analysis of the data were used simple linear regression analysis, multiple regression analysis and structural equation model was tested with path analysis. TPACK has positive effects on acceptance and use of IWB and teacher performance; acceptance and use of IWB has positive effects on IWB transition and teacher performance; IWB transition has a positive effect on teacher performance. These findings showed that a model based on the relationship between teacher performance and teachers’ acceptance and use of IWB, TPACK, IWB transition can be created. In the context of technology integration, it is concluded that teacher performance is related to TPACK, acceptance and use of IWB, IWB transition. In this respect, it can be said that the TPACK and IWB usage are positively reflected on their performance. From these results, may conjecture that is important to have TPACK and use IWB in the development of teacher performance.

The use of interactive whiteboards in urban Gauteng classrooms

There are teachers that have technology in their classrooms that is underutilised or not used at all because of factors like technical problems, lack of training or support or teachers’ negative attitudes. This study wanted to determine the impact of the use of interactive whiteboards (IWBs) in primary and secondary urban classrooms in Pretoria, Gauteng. Interactive whiteboards are one of the technologies that are most commonly used in education worldwide. Technology has taken over our lives and it is becoming more necessary for upcoming generations to become technologically proficient. The overall purpose of the study was to determine the external factors, perceived ease of use, perceived usefulness, the attitudes of educators and learners towards technology, the behavioural intention to use the technology and the actual use of the technology according to the technology acceptance model (TAM). This was a qualitative case study and the researcher collected data from three secondary and six primary schools in Gauteng. She sent questionnaires to the schools and obtained answers from 30 secondary school and 99 primary school teachers. It was determined that more primary school teachers use the IWBs than secondary school teachers and they also use it more effectively. Most of the teachers find the IWBs easy to use and integrate the technology in their lessons. Teachers also indicated that the IWBs are very useful for saving their work, it helps them make lessons more interactive, visual and interesting and that the use of the technology motivates learners to participate.

Electronic whiteboard implementation as a quality management tool optimizes IVF laboratory standardization and improves clinical outcomes.

To test whether an electronic whiteboard in the IVF laboratory increases the likelihood that critical evaluation procedures are performed within optimum pre-set time ranges. A retrospective cohort study of oocyte retrievals in our IVF clinic between 06/01/2012 and 05/31/2018 was included. The electronic whiteboard was introduced on 04/06/2014. Prior to implementation, embryologists strived to adhere to the set evaluation times without a formal guide. The primary outcomes were the proportion of embryologist evaluations performed in optimum time ranges and the proportion of usable embryos per patient. A total of 4645 retrievals met inclusion criteria. Implementation of the whiteboard was associated with (1) an increase in the proportion of fertilization checks performed within the optimum time range for ICSI cycles (+ 5.1%, RR = 1.06, CI = 1.02-1.10); (2) an increase in the proportion of day 3 evaluations performed within the optimum time range, whether assisted hatching was performed (+ 23.6%, RR = 1.48, CI = 1.36-1.60) or not (+ 13.8%, RR = 1.23, CI = 1.12-1.35); and (3) an increase in the proportion of day 5 evaluations within the optimum time range (+ 15.5%, RR = 1.23, CI = 1.12-1.35). Additionally, the mean number of usable embryos per patient increased from 2.8 to 4.5 after the whiteboard was implemented (RR = 1.25, CI = 1.19-1.31). The use of an electronic whiteboard that posts optimum times for performing critical procedures significantly increases the proportion of evaluations that occur within these ranges. Such improved standardization led to positive downstream effects on the number of usable embryos per patient. We suggest that electronic whiteboard implementation driven by real-time data collection should be considered in all IVF laboratories.

Using the interactive whiteboard for teaching from the viewpoint of physics teachers in the Sultanate of Oman

Interactive whiteboards are provided in most schools in Oman, including those in the Al-Batinah North Governorate of the Sultanate, but many are not activated. Some teachers abandon them despite their presence and prefer to use the traditional blackboard or whiteboard for teaching. This study reveals the views of physics teachers in the Al Batinah North Governorate about the use of the interactive whiteboard for teaching physics. This study adopts a descriptive approach to collecting data from 377 male and female physics teachers, undertaken in the second semester of the 2017-2018 academic year. Statistical analysis shows that the teachers’ responses to the tool were positive and profound, and there were no significant differences in their views about the effectiveness of using interactive whiteboards for teaching due to the variables of gender, educational qualification, or years of experience. This result is satisfactory because of the similarity of the job environment for all members of the sample, which leads to the absence of a difference in the viewpoints of male and female teachers. In light of the results, the study recommends holding workshops and training courses for teachers to develop their skills in using the interactive whiteboard in teaching and conducting similar studies in other provinces with larger samples to generalize the results.
 Keywords: interactive whiteboard; teaching; physics teachers; Oman

TRANSITION FROM BLACKBOARD TO INTERACTIVE WHITEBOARD: EXAMINING TEACHERS' INTERACTIVE WHITEBOARD ACCEPTANCE AND USE

FATİH Projesi ülkemizde teknoloji entegrasyonunun gerçekleştirilebilmesi için hayata geçirilen önemli bir reformdur. Literatüre bakıldığında, Türkiye’de etkileşimli tahta kullanımını açıklamaya yönelik yeterli çalışma olmadığı görülmektedir. Bu nedenle, ülkemizde öğretmenler açısından etkileşimli tahtanın eğitim öğretime entegrasyonunu etkileyen faktörlerin açıklanması gereklidir. Bu araştırmanın amacı, öğretmenlerin etkileşimli tahta kabul ve kullanımlarını açıklamak ve etkileşimli tahta kullanım becerilerine olan etkisini belirlemektir. Araştırma, değişkenler arasında neden-sonuç ilişkisi kurularak nedensel modelde desenlenmiştir. Araştırmanın çalışma grubunu İç Anadolu Bölgesinde yer alan ilkokul, ortaokul ve liselerde görev yapan 305 öğretmen oluşturmaktadır. Çalışma kapsamında geliştirilen Etkileşimli Tahta Geçiş Çerçevesi ve Etkileşimli Tahta Kabul ve Kullanım Ölçeği olmak üzere iki ölçek ile araştırmanın verileri toplanmıştır. Verilerin analizinde betimsel istatistikler, t testi, ANOVA, korelasyon ve regresyon analizleri kullanılmıştır. Araştırma sonucunda öğretmenlerin görüşleri eğitim durumuna göre farklılaşmazken; kolaylaştırıcı faktörler, işletim sistemi ve dosya yönetimi ve program değişkenleri alt ölçeklerinde erkek öğretmenler lehine anlamlı farklılıklar tespit edilmiştir. Etkileşimli tahta kabul ve kullanımı, etkileşimli tahta kullanım becerileri düzeyleri ile öğretmenlerin kıdemi arasında ise negatif yönlü küçük düzeyde ilişkiler bulunmuştur. Çoklu regresyon analizleri ise öğretmenlerin etkileşimli tahta benimseme ve kullanımlarının kullanım becerileri üzerinde etkisi olduğunu göstermiştir. Bu sonuçlara göre teknoloji entegrasyonunun sağlanmasında önemli bir nokta olan etkileşimli tahta kullanımına olan olumlu tutum ve inançların geliştirilmesi önemlidir. Teknoloji entegrasyonu yalnızca etkileşimli tahta veya tablet gibi teknolojilerle sınırlı olmadığından dolayı, öğretmenlerin yeni teknolojileri kullanımda öncü bireyler haline gelmesi teknolojilerin benimsenme ve adaptasyon sürecini kısaltacaktır.

Improvement of Memory and Motivation in Language Learning in Primary Education through the Interactive Digital Whiteboard (IDW): The Future in a Post-Pandemic Period

This paper presents an analysis of the use of an interactive digital whiteboard (IDW) and a computer application called Action Manager (AM), with a sample of 158 sixth-grade students in primary education. Subsequently, a study was carried out with the main goal of testing the didactic functioning of AM and examining the validity of this application, in terms of motivation and the retention of both short and long-term memory when teaching foreign languages in primary education. In order to fulfil these objectives, we performed a positivist exploratory study based on a quantitative methodology combining qualitative aspects (qualitative evaluation) and quantitative aspects (questionnaires) as well as a descriptive method with a survey design. The data collection was performed using instruments, specifically the Extrinsic vs. Intrinsic Orientation Scale, to ascertain the motivational impressions of the students and two memory tests, the Test of Memory and Learning (TOMAL) and the Children’s Memory Scale (CMS). Forty-five days later, the two memory tests were repeated to compare the results with the previous ones. After this experience, the results allowed us to conclude that the students demonstrated optimal memorization from a conceptual point of view, in addition to having improved their motivational impressions.

Technology and the Professional Development of Teachers: A Proposed Integrated Model of Technology Adoption (IMTA)

The professional development of teachers is an essential issue that should be considered to ensure a good quality of active lessons and therefore, improve student learning. This paper was formed based on a PhD study that investigated teachers’ use of the Interactive Whiteboards (IWBs) and their training needs in Saudi Arabia. Seven female teachers were observed when using IWBs in their lessons and interviewed. This paper mainly discussed and compared three models of professional development in using technology which are: Burden (2002), Beauchamp (2004), and Concerns-Based Adoption Model (CBAM) (Hall and Hord, 2006). As a result, a new model called the Integrated Model of Technology Adoption (IMTA) was produced based on the outcomes of the current study and was also inspired by Beauchamp model (2004). Keywords: Effective use of IWBs; Professional Development of Teachers; Integrated Model of Technology Adoption. DOI: 10.7176/JEP/11-20-02 Publication date: July 31 st 2020

WHITEBOARDS IN PEDAGOGICAL SETTINGS: LEAVE IT OR USE IT?

Purpose of the study: This study aimed at finding out the efficiency of traditional whiteboard use in classroom settings. It is known that there are a lot of advancements in teaching and learning tools, including the means of whiteboards which can be altered by using projectors.
 Methodology: This study was mainly under the qualitative design where the authors mainly weighed the data reliability on the quality of the respondents’ responses through the open-ended questionnaire set. There were 177 senior college students involved as the respondents, who volunteered to fill out the questionnaire set about the effectiveness and efficiency of whiteboard use in classroom settings. The data gathered from the questionnaire were then analyzed using percentages to see the students’ agreement on the statements in the questionnaire set.
 Main findings: The results indicate that students still perceive that whiteboards—despite its traditionalism—help assist their learning process.
 Applications of this study: However, there are several points that teachers need to justify concerning the whiteboard skills namely general writing ability including handwriting legibility, setting-up ability, making optimum use of whiteboards, and cleaning up compliance.
 Novelty/Originality of this study: This study takes into account the efficiency of conventional whiteboard uses in the globalized era. Although a lot of kinds of digital whiteboards and projectors are in use, students still consider that the use of conventional whiteboard is still necessary.

Exploring the Drivers of Intention to Use Interactive Whiteboards among Malaysia University Students: Does Technology Self-Efficacy Matter?

The effective use of an interactive whiteboard (IWB) in teacher-education institutions depends strongly on student teachers’ intention of using it. Despite the recent surge in published research on the widespread applications for IWB in teaching and learning, few have developed a model to elucidate the elements which contribute to student teachers’ intention to use IWB. The aim of this study was to develop a model which demonstrates the variables that affect student teachers’ intentions and which also explain their interactions. The proposed IWB intention to use research model is based on prominent educational technology acceptance theories and models. Five variables (technology self-efficacy, performance expectancy, effort expectancy, social influence, and intention to use) were selected to build a model for this study. Structural Equation Modelling (SEM) was used for this study to identify the predictors and the model fit. The proposed model has accounted for 47.6% of the variance in the intention to use IWB.

Innovative Improvised Low-Cost Wiimote Interactive Whiteboard (IW-IWB) Learning Tool For Teaching Chinese As A Second Language (TCSL)

The aim of this study is to understand the effectiveness of Improvised Low-cost Wiimote Interactive Whiteboards (Iw-IWB) as educational technology learning tool for Teaching Chinese as Second Language (TCSL) for lower primary pupils in government schools in Malaysia settings. This study are to design and develop an improvised Wiimote IWBs and to identify how far the new innovation leaning tool, the improvised version of interactive whiteboards, could improve pupils’ achievement and their learning motivation in learning Chinese as a Second Language (TCSL). A total number of 46 lower primary pupils study in government schools have involved in this study. The participants were split into two groups (treatment and control). The treatment group used the new developed improvised low-cost Wiimote interactive whiteboards (IWBs) to teach and learn Chinese characters, while the control group used traditional pedagogy. In this study, researchers have design and develop the improvised version of interactive whiteboard and thereafter using pre-test and post-test to identify the effectiveness of the new developed learning tool to enhanced pupils achievement and learning motivation in learning TCSL. The outcomes of the study showed that there has no difference in the students’ achievement and level of motivation between the classes with and without the use of improvised low-cost Wiimote IWB. However, the students’ achievement did show significant improvement before and after the use of Wiimote interactive whiteboard. Implication, improvised low-cost Wiimote IWB is a low-cost alternative which has potential to replace the expensive interactive whiteboard that many schools and teachers could not afford.

Interactive whiteboard use in clinical reasoning sessions to teach diagnostic test ordering and interpretation to undergraduate medical students

BackgroundOver-testing of patients is a significant problem in clinical medicine that can be tackled by education. Clinical reasoning learning (CRL) is a potentially relevant method for teaching test ordering and interpretation. The feasibility might be improved by using an interactive whiteboard (IWB) during the CRL sessions to enhance student perceptions and behaviours around diagnostic tests. Overall, IWB/CRL could improve their skills.MethodsThird-year undergraduate medical students enrolled in a vertically integrated curriculum were randomized into two groups before clinical placement in either a respiratory disease or respiratory physiology unit: IWB-based CRL plus clinical mentoring (IWB/CRL + CM: n = 40) or clinical mentoring only (CM-only: n = 40). Feasibility and learning outcomes were assessed. In addition, feedback via questionnaire of the IWB students and their classmates (n = 233) was compared.ResultsAnalyses of the IWB/CRL sessions (n = 40, 27 paperboards) revealed that they met validated learning objectives. Students perceived IWB as useful and easy to use. After the IWB/CRL + CM sessions, students mentioned more hypothesis-based indications in a test ordering file (p < 0.001) and looked for more nonclinical signs directly on raw data tests (p < 0.01) compared with students in the CM-only group. Last, among students who attended pre- and post-assessments (n = 23), the number of diagnostic tests ordered did not change in the IWB/CRL + CM group (+ 7%; p = N.S), whereas it increased among CM-only students (+ 30%; p < 0.001). Test interpretability increased significantly in the IWB/CRL + CM group (from 4.7 to 37.2%; p < 0.01) but not significantly in the CM-only group (from 2.4 to 9.8%; p = 0.36).ConclusionsIntegrating IWB into CRL sessions is feasible to teach test ordering and interpretation to undergraduate students. Moreover, student feedback and prospective assessment suggested a positive impact of IWB/CRL sessions on students’ learning.

Technological competencies required for the intermediate and high school female teachers to use the interactive whiteboard within the classroom

The current research aimed at identifying the technological competencies required for intermediate and secondary school teachers to activate the use of interactive whiteboards in the classroom. To achieve this goal, the question of technological competencies for middle and high school teachers was answered to activate the use of the interactive whiteboard in the classroom. Based on the objective of the research and its questions، the researcher used the descriptive method for its relevance to the research. The sample included (40) teachers of the intermediate and secondary stage in Al-Fursan Private Schools for Girls in Riyadh who used the Smartboard in teaching. The researcher used the questionnaire to collect the necessary data to answer the study questions. The responses were analyzed using the following statistical methods: frequencies، percentages, arithmetic mean، Pearson coefficient to measure the validity of the internal consistency of the study instrument، and Vacronbach coefficient in order to measure instrument stability. The most important results of the research are that the members of the research sample have three design competencies needed to activate the use of the interactive whiteboard in the classroom to a high degree: the ability to design a lesson، master the techniques of evaluation and the ability to design activities، all using interactive whiteboard. The study also concluded that incentives were given to the teacher who uses interactive whiteboard in teaching, and also to design modern buildings for educational institutions in accordance with the requirements of presentation and use of the interactive whiteboard in the classroom. The study recommended the educating middle and secondary school teachers about the importance of using interactive whiteboard in the educational process at all levels، and also working on attracting highly qualified human cadres for the success of the interactive whiteboard.

AN INTERACTIVE WHITEBOARD AS A SUPPORT TOOL TO A TEACHER

The article reviews the using of an Interactive Whiteboard in the learning process. The paper deals with the problem of utilizing an Interactive Whiteboard to make a lesson more efficient. The author brings up an issue of effectiveness of using of an Interactive Whiteboard during lessons, ascertains if students obtain information in larger volume comparatively with traditional learning. A question is put if an Interactive Whiteboard ensures an interesting lesson on its own. Examples are given of how a traditional lesson differs from a lesson using interactive technologies. This paper describes how using SMART Board can ease the learning process and make it more vivid and interesting. Also, there are reasons why students like classes with the use of an Interactive Whiteboard. The publication deals with the emergence and development of Interactive Whiteboard in the educational process. Particular attention was devoted to the difficulties faced by students and teachers when using an Interactive Whiteboard in class and possible ways to solve them. The probable causes of unsatisfactory results of using of an Interactive Whiteboard when studying the material are considered. Particular attention is paid to the issue of "an Interactive Whiteboard is an assistant to a teacher, but not his/her substitute." The article presents methods for the effective use of an Interactive Whiteboard by a teacher and explains why classes using such technologies interest students. This study discusses the need for socialization of students during the lessons and ways to achieve this goal. It also mentioned the possible negative aspects of using interactive technologies in teaching students and probable reasons why teachers do not want to use a Smart Board in their classes.

Interactive whiteboard (IWB) use during student collaborative reading practices: A year-long comparison of instructional approaches

ABSTRACT The prevalent use of interactive whiteboards (IWBs) in K-12 classrooms has been met with questions regarding how teachers use such technologies to facilitate student learning. We analyzed recorded observations of 21 ELA middle school teachers over a single academic year as they developed knowledge about and competence with a structured reading programme, Collaborative Strategic Reading (CSR, Klingner, J. K., S. Vaughn, A. Boardman, and E. Swanson. 2012. Now we get it!: Boosting Comprehension with Collaborative Strategic Reading. Hoboken, NJ: John Wiley & Sons) while simultaneously learning IWB technologies. Findings suggest a) the importance of using explicit instructional prompts for facilitating student collaboration and b) the need for adequate time for teachers to gradually incorporate technology into classroom practices over the academic year.

Pradinių klasių mokinių vertybių ugdymas naudojant informacines komunikacines technologijas

The article analyzes the importance of pupils’ values education, the impact that information communication technologies have on the formation of valuable provisions, and the significance of the use of ICT indeveloping valuable provisions. It also seeks to find out how and what ICT helps raise the elementary school students’ values, the results of the research are presented. The study involved 22 elementary school teachers from different cities in Lithuania. A qualitative content analysis method was conducted to determine how and what ICT helps to develop the values of the elementary school students. The results of the research showed that responsible use of interactive white boards, computers, smart phones, educational programs, educational games, fair digital content creation and sharing, since reel ectronic tasks, robot programming and the use of smart technologies during the education process allow students not only to acquire knowledge and / to develop skills, but also to develop the following values: responsibility, honesty, sincerity, respect, tolerance, repentance, need for improvement, continuous learning and partnership.

Influence of use of Activinspire interactive whiteboards in classroom on students’ learning

With the changing students’ generations and education content as well as modernization of educational technologies, various technical solutions are increasingly used by the teachers to supplement daily classroom activities. One of the novelties introduced in Lithuania in 2013 – ActivInspire system – was oriented towards mathematics and science education process in the 5th classes. The purpose of the survey presented in this article is to summarize one school year’s teaching experience of teachers in organising educational activity in classroom by using interactive teaching tools (ActivInspire system) in terms of assessing influence of technologies on students’ learning.Teachers using ActivInspire interactive whiteboard for teaching mathematics and science in the 5th classes participated in the survey. The survey method – qualitative. During one school year, the teachers were writing reflections about their experience in using interactive learning tools in classroom: interactive whiteboard, electronic textbooks and audience response system.When speaking about the influence of use of ActivInspire on students, the teachers mostly emphasize that students like working with interactive teaching tools or find such activity interesting and appealing. The teachers also remark that these tools encourage the students to be more active; they are convenient as well as effective in the learning process, encourage the students to learn more and have influence on their study results. The negative aspects mentioned by the teachers were such that it is difficult for the students to maintain discipline; students’ interest and enthusiasm in using the interactive tools slackens over the school year; technical problems sometimes occur.

Use of Interactive Whiteboard in Teaching Mathematics for Sustainability and its Effect on the Role of Teacher

Abstract As interactive whiteboards have been used recently in secondary schools for sustainability, this study on use of interactive whiteboards is considered to be very important in terms of knowing the effects of interactive whiteboards on mathematics lessons, determining the perspectives of teachers as users of the system and increasing the efficiency of the attempts related to the use of interactive whiteboards. In this respect, the purpose of the study was to investigate the use of interactive whiteboard in teaching mathematics for sustainability and to examine its effects on the role of teachers. The qualitative research approach was adopted in the study as it tried to conduct a deep analysis of a situation. The study was conducted with eight secondary school mathematics teachers working in the province of Adiyaman in Turkey. The research data were collected using a semi-structured interview form developed by the researchers. Each interview lasted in a period of time ranging from 8 to 14 minutes. The data collected in the study were analyzed using descriptive analysis with a qualitative approach. In the study, the data were interpreted considering the following themes: “The changes created by interactive whiteboards in the process of teaching mathematics”, “The facilities provided by the system for mathematics teachers”, “The effects of using interactive whiteboards in teaching mathematics on the role of teachers”, “The preparations for using interactive whiteboards in teaching mathematics” and “Use of computer software with interactive whiteboards in teaching mathematics”. The results obtained in the study revealed that the teachers were not sufficiently informed or directed regarding the use of whiteboards in teaching mathematics or provided with in-service training support which they needed in relation to the use of interactive whiteboards especially in teaching mathematics. Current role of teachers existing in accordance with the constructivist educational approach has not changed with the use of interactive whiteboards in teaching mathematics, but this role has only become stronger. Furthermore, it was found that interactive whiteboards in mathematics classes are generally used for mathematical exercises.

Student use of whiteboards in the classroom

This paper discusses the use of whiteboards – both small, individual boards and larger, wall-mounted ones – within a variety of classes within our undergraduate mathematics degree. Details of those classes, and how students use whiteboards within them are presented. There is a focus on practicalities, particularly regarding the formation of student groups for whiteboard activities and the role of the member of staff in such classes. Issues which should be considered if introducing these to the classroom are discussed.