Possible Activities In The Classroom

3.2. Possible Activities

The connection between the educator and learner is somewhat like a negotiation that serves to produce a format or framework toward forming sociocultural construct and understanding of information which also fulfils a deeper level of synthesis of concepts (Glover et al, 2007; Hennessy et al, 2007). Hennessy et al (2007, p. 284) describe this as:

Cognitive scaffolding process; our particular sociocultural perspective emphasises the importance of the social context of the classroom too in creating favourable conditions for learning. In focusing on whole class interaction we acknowledge that ‘teachers and children negotiate a mutual understanding of the social rules and expectations which underpin classroom order’.

Binterova

Now resources found in many classrooms rely upon a different set up where the chalkboard many be a whiteboard but the classroom shifts according to the needs of the activity. No longer is the activity based upon lecturing and having the teacher recite, institute repetitive exercises but interactions are based upon use of media both within the board but also in the physical world. Access to different resources like a mix of sensory layers also appeals to the learner’s sense of curiosity that contributes to his or her sense of creativity. In this way, resources in the infinite possibilities remain important for the educator to not only use as a tool or prop but to use as a means to form bonds with the student’s environment. The job of the resource is to open the door to learning with respect to how the educator able to blend different types of learning styles that meet the needs of learners regardless of what type of learner they may be or what stage of learning process they are at. With this in mind, the educator must seek resources that are made available by the

To do this, the author must understand the IWB device as a resource. IWB Smart is the device and activities are determined directly by its capabilities. The author also keeps in mind the ability of the student as a resource and wants to direct the proposed activities based upon the students’ abilities. With this all in mind, the main resource of the IWB opens the range of possible resources in terms of how each capability within the whiteboard is defined. Below is a list of capabilities.

The interactive whiteboard as a resource:

1. The author proposes using different ways of writing the information to create the activity. The IWB offers a wide range of function for writing that includes Pen, calligraphy, coloured pencil, highlighter, creative pen (offers different images like rainbows and hearts to express information), Magic pen (allows one to highlight specific thoughts, bringing attention to them in an enhanced way), Recognition pen (allows for geometric representation of writing).

2. To use images will offer the student deeper relational context. To use an image, click upon the Images Gallery where you can after you drag and drop, cut and paste, duplicate, delete, define transparency, lock the image so no other participant can change it; flip, group, link, create sound, and bring the image to foreground or