Roundtable on the interactive whiteboard (Part 2)

During the 2010 AQEP congress, which was held in St-Hyacinthe from November 3 to 5, an interesting round table allowed four guests as well as participants to discuss the theme of IWBs and other technological tools. in class. Today, first question: Do IWBs and other technological tools constitute a real revolution?

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During the 2010 AQEP congress, which was held in St-Hyacinthe from November 3 to 5, an interesting round table allowed four guests as well as participants to discuss the topic of IWBs and other technological tools in class. Today, first question: Do IWBs and other technological tools constitute a real revolution?

This round table was an initiative of De Marque, a company well established in educational technologies, which represents the interactive whiteboard Activboard, but which is also interested in content and activities related to IWBs in general (Editor's note: De Marque is also l publisher of Infobourg).

Review the article of the first part for the presentation of the participants.

Question 1: Do IWBs and other technological tools constitute a real revolution?

Yves Nadon: “I don't know if it's a real 'revolution'. At school, it takes teachers who are curious, lively, interested in everything, who have a rich and interesting life and who share it with the children. Mr. Nadon says he hasn't really seen any change happen, regardless of the technology, over time. “We must not forget that extraordinary teachers teach without technology. And awful teachers teach techno. It depends on the teacher. If he's a techno fan, all the better, but that's no guarantee that he's going to bring culture to children. "

Claude frenette : For him, two aspects must be distinguished: IWBs and other technologies. “The BIT is probably not a revolution. An evolution compared to the green boards, yes. Rather, it should be compared to a computer plugged into a projector. There, there is a small evolution which is still interesting. The possibility of manipulating, annotating what we put on the board, keeping traces and modifying again, all this leads to interactive work. In his opinion, the revolution, if it were there, would be for the TBI to lead teachers to a change in practice that would leave more room for the student by using it in a more interactive way, leaving more room for learning. discovery, experimentation. “This is what the teacher will do with his IWB that can be a revolution. “For Mr. Frenette, other technologies are undoubtedly a revolution. “Connected to 100% on the Internet, students have more powerful tools than what schools put in their hands. These tools should not be blocked, but rather appropriated and led the students to make intelligent use of them. In a few years, the students will be fully equipped! The real revolution is here: technology is omnipresent, more and more accessible and powerful, and the school often misses it, because its use in class is prohibited. "He adds that the development of Web 2.0 is one of the sinews of the day: either we leave the students to themselves, or we educate them about the importance of their digital identity so that they can use it as a matter of course. an adequate and constructive way, both in terms of learning and their social relations.

Isabelle Massé : The one which rather represents the school administration side goes in the same direction as the first two interveners. It links good use of technology and academic motivation. She explains that BITs and other tools are not necessarily a revolution, but that they are part of today's society, in the society that young people experience on a daily basis. “The school has to adapt to this. Technologies are additional means at the service of education. The IWB is a tool just like a laptop, it must automatically bring about a change in the teaching method. What is important is to seek the motivation of the child, whether it is with technologies or not. This is the role of the teacher. »She recalls that the school, teachers and management, must adapt and be open to technologies. She gives as an example young people from her school who teach the use of certain technologies to their teachers during Tech-Midis. “The teachers appreciate this sharing, we are there in society. "

Pierre Poulin : "Are technologies a revolution? Yes! They shake up our old learning habits. »According to his experience with his iCl @ sse for 2 years, the tools have facilitated the cognitive and behavioral engagement of children. “It's positive, it works in our favor. It takes a teacher who is open, but the tools facilitate that engagement. Approaching pupils' learning in a different way, building their knowledge together, relieves the shoulders of teachers to work in this way.

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About the Author

Audrey Miller
Audrey Miller
General manager of École branchée, Audrey holds a graduate degree in educational technologies and a bachelor's degree in public communication. Member of the Order of Excellence in Education of Quebec, she is particularly interested in the professional development of teachers, information in the digital age and media education, while actively creating bridges between the actors of the educational ecosystem since 1999. She is involved these days in particular in Edteq Association and as a member of the ACELF Communications Committee. When she has free time, she is passionate about her children, his rabbits, horses, good wine and... Web programming!

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