In October, the dry-erase whiteboard in my classroom was replaced with a Promethean ActivBoard. The children at school aptly described it as a ‘giant iPad’ as they explored the functions of dragging and dropping with their fingers and writing with the provided styluses.
It was a much anticipated change, and now that I’ve had opportunities to integrate it into my approaches to teaching, this is an ideal opportunity to assess how I’ve utilized it according to the SAMR model of technology integration.
Say goodbye to dry-erase dust!
At first, and with no additional training or time to prepare new activities, I used the ActivBoard as a substitute for a low-tech whiteboard. Although being able to use a myriad of colors and line thicknesses provides more expressive functionality, it could still be accomplished with dry-erase markers, albeit without all the grungy dry-erase dust.
After using the ActivBoard as an inkless whiteboard, I realized the potential to save work in a variety of digital formats, including as a ‘flipboard’ that could be opened and edited later or simply as a screenshot for archival purposes. Gone are the days of photographing the whiteboard at the conclusion of a discussion!
This was particularly useful for KWL charts and other digital visible thinking artifacts. The ActivBoard software can import PDFs to be annotated, a feature we have used effectively for interactively reviewing quizzes. Another interesting application is desktop annotation. During an inquiry into visual literacy, we used this to discuss and make notes on the design and layout of our favorite websites.
Thus far, the most noticeable augmentation relates to student engagement. The futuristic appearance of the ActivBoard and its similarity to familiar tablet computers has motivated students to participate more actively in discussions and contribute to visual media created in class.
Discovering the capabilities of our ActivBoard revealed many useful features. In particular, the Math Tools enable presentations and demonstrations to be completed with virtual versions of the same tools students are using at their desks.
One application that was successful occurred in music class. To introduce a Grade 4 inquiry into digital sequencers, we used the ActivBoard to co-create a piece of music to practice the functions and features of the Online Sequencer.
Can the ActivBoard redefine learning?
A common thread running through the discourse on ‘modification’, and my primary goal for technology modification, is student agency. Technology provides unprecedented opportunities to personalize learning and empower learners to take ownership of their learning processes.
After all, it is still a screen mostly suitable to presentation. Perhaps it can be used to redefine ‘presentation’ into an interactive experience, but that would require an in-depth inquiry into tools beyond the ActivBoard itself. Perhaps those are the exact tools students and I should be learning.
Is there a way to connect learning on the other ubiquitous touch screen devices like iPads with the touch screen ActivBoard? A quick inquiry revealed a post, What Can I Do with an iPad in an ActivBoard Classroom? (Part 1), from the Promethean Planet community blog, and Apple Kills the Interactive Whiteboard with iPad 2.
In both posts, hints of the benefits of iPad/ActivBoard compatibility are mentioned. Evidently, however, those ideas have yet to be realized.
My own plans focus on using the ActivBoard to redefine ‘presentation’. As an inquiry teacher, curating and presenting thought-provoking media is critical. Thus far, that seems to be the primary strength of the ActivBoard and the most obvious line of inquiry for me to pursue.