Play with purpose

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Introduction

Many times teachers obtain resources and have not had exposure to their applications. This approach minimizes the potential benefits of the application and typically creates a frustrated teacher who avoids the resource and possibly others like it in the future. This is not a new scenario and certainly not specific to the influx of technology in the classrooms. However, computers, the Internet, software and the host of other technology peripherals have exacerbated a system in which teachers are inundated with new and potentially useful tools. Suddenly, teachers have computers in their classrooms, and others even have access to the World Wide Web; however, very few instructors are provided training or experience on how to incorporate technology into their daily teaching. Occasionally, teachers are trained on basic word processing and spreadsheet applications, but authentic integration into specific content areas is still lacking.

If we look into the future and identify resources that have a high probability of being used, we can "get a jump on" our own professional development and our own designing of instructional strategies so that we’re ready for the resources when they arrive. "Play is a vital ingredient to learning" (Kaplan, 2000). Let’s play now so that we can exploit the benefits that the new tools offer us soon after they are available in our schools. Currently, there are numerous possibilities for teachers to use effective technology in their lessons, but which ones are feasible, which are cost-prohibitive, and which ones simply do not work?

One resource whose application can currently be used on a small scale is an Internet communication vehicle called a whiteboard. Today, there are many of these applications available and free to everyone, and although they are seldom used in education today, they will be widely used in two or three years. We encourage early adopters to venture out and review the potential of this device, so they can take advantage of this technology when it is widely available.

What is an electronic whiteboard?

An electronic whiteboard is an online tool, which allows teachers and students (and even parents/guardians or administrators) to communicate synchronously via text, graphics, and/or other visually descriptive means. It allows participants to use drawing and/or annotation tools to develop collaborative images or to annotate documents that can be viewed by all participants simultaneously. A whiteboard is defined for these purposes as a large two-dimensional space in which users can post objects for all users to see. This definition has some specific implications; for example, the word "users." The idea is that multiple users who can post and/or see objects displayed can access whiteboards.

There are many makes and models of whiteboards, such as Microsoft Netmeeting, Groupboard.com, Wintronixinc.com, Teachers-shoponlin.com and one embedded in Blackboard.com. It is not our intention to discuss the advantages of the products of these companies, but to inform the readers that whiteboards are available from a variety of vendors.

Whiteboard experiences

One experience I had using a whiteboard was to design a lesson for future teachers so they could experience the power and usefulness of this tool. Since meaningful two-way communication about academically oriented problems was the goal, I asked a university colleague to assist in designing a lesson for students to explore in pairs. During the design, we enunciated the objectives to one another and then positioned ourselves at computers next to each other in order to troubleshoot potential problems with our whiteboard activity. Using as little verbal communication as possible, we implemented a "dry-run" of the lesson and made the necessary modifications so it would properly demonstrate the desired lesson. The modifications were extensive; in fact, the rehearsal was extremely useful in that it made us realize what it would take for students to have a successful and meaningful first whiteboard experience. Effective, focused written communication skills are essential and much more vital than the minimal technical skills required to operate the whiteboard system. With our logistical data, we redesigned the exercise so that the future teachers would be able to navigate through the activity.

Actual student whiteboard data

Data was collected from an actual mathematics methods online classroom exercise, which involved one-on-one tutoring using the whiteboard. By having this experience, the future teachers will be familiar with one more method of instruction that hopefully will be available to all in a few years. The academic content for the lesson was based on the Competencies and Skills Required for Teacher Certification in Florida. The problems came from the Study Guide for the Florida Teacher Certification Examination for Mathematics 6-12 published by the Florida Department of Education. A reproduction of one of the graphics from the booklet was drawn on the whiteboard (Figure 1, next page). Each methods student met one-on-one with the instructor. Meeting times were prearranged based on appointment times given to the instructor by each individual in the class.

Below is the written transcript from an actual whiteboard experience. Drawings were not preserved, because the whiteboard being used did not have the electronic capability of saving drawings. The discussion relates to a multiple-choice item in the study guide for the mathematics certification examination. The stem of the item is presented in Figure 2. The reader will notice that, although the item was presented using a multiple-choice format, the instructor asked a number of probing questions about lengths of sides of different triangles. Only when the instructor had established that the student grasped the patterns for 3-4-5 right triangles, did she address the question the student posed at the onset of the session.

Figure 2. Mathematics item discussed in tutoring session

Archive for Secondary Math Methods MAE6336_036 on Mar 1, 2001

Student perspectives on the whiteboard experience

Many students enjoyed their whiteboard experience and its potential use for their students in the future. Methods students had positive comments concerning the potential uses and the application for this type of tool in the classroom. The following are actual excerpts from whiteboard sessions:

Excerpt #1

tab you did a really nice job picking up on this
Student C this is kind of neat
tab do you see the potential two or three years from now?
Student C yes

Excerpt #2

Student D Have a good night. I enjoyed working with you on this project. I LIKE this white board. I think it’s going to be a very helpful tool in the future.
Student E It can be useful. This is definitely a case where practice makes perfect. See you in class.

Excerpt #3

Student C hey its been fun
Student A Guess I’ll see you later
Student C this thing is cool
Student A I’ve really learned alot THANKS!

"Off task"

Some students will find themselves off-task on the whiteboard. Students will also find themselves off-task in the classroom. Regardless of the environment, students will sometimes find themselves off-task. The remedy for this challenge will be the same whether online or offline — well-planned, organized, worthwhile lessons.

Whiteboard potential for education

Today, this very minute, whiteboards are not universally used in the classroom, although it was not long ago when classrooms did not contain overheads, video tape recorders, and a host of other tools that are now commonplace. Will the whiteboard become the next globally accepted educational tool? Maybe not, but many believe it will become a useful component of engagement and learning. So our prediction is that whiteboards will be one of many tools that teachers will be using with their students and students using with one another as they do their homework.

A final word

References

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: brain, mind, experience, and school. Washington DC: National Academy Press.

Gallagher, T. (2000). Florida teacher certification examination for mathematics 6-12 (3rd ed.). Florida Department of Education, Third Edition.

Kaplan, J. S. (2000). Are we teaching our children to play? Florida educational leadership 1(1), 33-35.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.