להיות מורה חכם ב"כיתה חכמה": הערכת התפתחות מקצועית של עובדי הוראה לקראת שילוב לוחות אינטראקטיביים בבתי ספר

This paper examines pedagogical aspects of Interactive Whiteboards - IWB
implementation in education. The participants, 43 elementary school
teachers, completed a professional development course for IWB
implementation in the classroom during spring-summer 2010. The study
evaluated the appropriateness of the technological tools used for IWB
lessons, the level of interactivity, the role of the teacher in implementation
process, his or her digital design skills, and delivering multimedia
instructional messages. The analysis showed a matching between the chosen
technological tools and the pedagogical goals. In addition to the possibilities
of ordinal projector, the participants widely used IWB functions, however
excluding such an essential IWB function as saving and documenting.
Furthermore, the teachers adapted non-linear learning techniques across the
Internet, however continued using linearly prepared IWB files. Teachers
encouraged IBW-student interactions, but did not stimulate enough studentstudent communication. The participants combined pedagogical approaches,
widely using constructivist activities. They functioned more as "guide on the
side", scaffolding student learning, rather than transferring knowledge.
Lessons' time was divided between the whole class teaching (50%) and more
differentiated individual or small group activities. Teachers showed high
level of digital design skills, as well as the ability to deliver multimedia
instructional messages diminishing the cognitive load.