Friday, November 18, 2011

Instructional Use of The Smart Board

Technology Reflection Assignment

In seminar we saw a SMART board in action. The SMART board essentially acts as a digital white board with a large interactive interface. It is hooked up to a computer and the image from the computer is projected on the SMART board where a pen can be used to interact with the screen. I learned that not only does the SMART board act as an alternative interface for the computer, but there are also special programs designed for the SMART board.


  • Learners: First grade students.
  • Learning outcomes: At the end of this activity, students will have a better understanding of how to add and subtract.
  • Assessment: Students will be assessed on whether or not they answer the problems correctly, and students who are in their seats will be assessed on sitting quietly and only speaking when prompted to.

The activity would start with reviewing the basic rules of addition and subtraction such as regrouping and borrowing. Once these rules have been refreshed, an initial math problem will be placed on the board. Students will raise hands for a chance to come up to the board and use the pen to write their answer. Once the answer has been written, the teacher will ask the class to raise their hand if they think the answer is right, and then to raise hands if they think the answer is wrong. If the consensus is the answer is wrong, a volunteer will be allowed to go up to the board and show the other student the correct way to solve the problem. The class will then be re-polled if they believe the new answer is correct. This continues until everybody has had a chance to come up to the board.



  • Primarily, this lesson uses drill and practice to teach basic math skills. Drill and practice is well suited for math, especially basic math that forms the foundation for all future math to come. The SMART board would provide a more active way for the students to participate in the typical math drill and practice exercises. Also, having the rest of the class vote on whether the answer is correct or not keeps them actively involved in the lesson.
  • Students may struggle with two main concepts. For addition, they may have difficulty with regrouping ones into tens. Subtraction provides a different problem. Subtraction can involve borrowing, which may need to be demonstrated to the students using base 10 pieces, as it can be difficult to grasp.

  • The SMART board would serve as an interactive interface for drill and practice activities. It works well for my lesson plan because the SMART board can turn a drill and practice exercise into cooperative learning. By doing the problems in front of the class on the board, it provides the rest of the class with an opportunity to jump in and help the student if they don’t get it. Conversely, it provides the rest of the class with an opportunity to learn from a fellow student who can do the math problems correctly.
  • I would need to use non-verbal cues to keep the class in line while a student is up at the board. It would be important to keep the class quiet and paying attention without calling out and interrupting the student who is up at the board.

--Technological Pedagogical Content:

  • The SMART board brings in a cooperative learning aspect that can help the students better learn how to add and subtract. Slower students can gain knowledge by watching students who are good at math complete the problems up at the board. And students who have a good understanding can further that understanding by finding out how to explain the addition or subtraction to their fellow students.
The lesson would not be as interactive without a SMART board. A normal white board could be substituted, but it would not feel as special for students who get called up to the board. Getting to go up and use the SMART board almost feels like a reward for students, when really they are just learning addition and subtraction through drill and practice activities.