The role of Interactive Technologies in 
Teaching and learning
Interactive  Whiteboards
Fun
Visual
Different learning styles
Enthuses teachers
Reduces workload
Interactive
The learning should drive the technology, the craft of teaching is vital

Manipulate text in new ways; (highlight, change colour, magically reveal) Use the pen on maps, images etc.
• Move/drag objects, edit and add objects to the page whilst teaching.
• Make the most of the infinite pages and space- hang text and images off the side of the page to avoid
cluttering the space, enjoy revisiting the pages in any order you want to.
• Use layers to show, hide and reveal answers to engage the pupils and save time.
• Add media such as images, sound effects, video etc to excite, motivate, encourage thoughts and feelings
• Link to web sites, to enrich the pupil experience
• Link to worksheets and presentations for enrichment, support or extension activities,
• Capture pupil attention and maintain focus with tools such as the spotlight, camera, revealer.
• Display and explore clear, accurate diagrams; label, resize etc explore detail with the magnifying glass.
• Model abstract ideas- rotation of shapes, perspective, time zones, capturing sections of video, short
episodes of animation or video.
• Use tools such as the ruler, protractor, calculator, fraction generator to demonstrate skills, and
demonstrate concepts
• Use colours and backgrounds to help dyslexic readers, or to engage the audience.
• Collaborative with pupils to make lists, poems, answers which they have shared ownership of.

ActivExpressions
April 2009
I wanted to see 
Could Primary 4 children cope with texting 
How noise, concentration and motivation levels were affected
If the devices were versatile
How easily teachers could use the equipment
How teachers could use ActivExpressions for assessment

Introducing Expressions to Primary 4
Introduced to all children at an activity day. 
30 minute session with a class at a time 
How we used them
maths
Language
Environmental Studies
multiple choice answers
closed question right or wrong 
Check factual recall


Ad hoc question
easy integration
Texted answers
Answers from everyone
Used answers on the board

Easy integration
Texted answers
Answers from everyone
Displayed answers on the board
Ad hoc question

Input from everyone
Variety of questions
Use a question when I want to
Make a question when I want to


Data collection and analysis
Use data for formative and summative assessment

Assess and give immediate feedback 

Less time spent assessing, more time teaching

Motivate students to become actively involved

Close the feedback loop by letting them know what I learned from the assessments and what difference that information will make.

More focus on what my aims were, WALT.

Expressions Make Learning intentions come to life more- this is what I wanted to teach you- this is how far along the line we are.....

Examine the data together
Self paced
Magic
Questions programmed into the software- make my own or use generator
Questions sent to handsets
Can randomise
Can set targets to meet to move to the next level
Can see progress as it happens
Can see how long each pupil takes to answer each question
Can export scores to excel
Can see success rate of each question


I used the handsets with numbers and a pre-labelled sheet

Children did not need instructions in the same format as staff

Start small

Think of the purpose of the question and the data you want to collect.

Does the question need setting up? Will you show or hide answers?

Be prepared for some initial noise

Use of the timer focused the answering- much quieter!

Fantastic for discussing answers

Children loved using it and did not mind the assessment

Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different. It's about eliciting responses and developing the oral communication skills of the quiet students. It's about pushing students to excel; at the same time, it's about being human, respecting others, and being professional at all times. Richard Leblanc, 1998