The academic field does not stand still and actively integrates modern technological solutions that can significantly optimize educational processes. Among these strategies, special attention should be paid to interactive whiteboards and iPads, the use of which in the classroom can increase the involvement and interest of the child in learning. This thesis is supported by the statistics that more than 80 percent of children have had access to electronic tablets since early childhood (Murkoff, 2019).
This means that children are inclined to use technology, which is an inherent trait of this generation. Therefore, every time a teacher uses technology in the classroom, they demonstrate its relevance and modernity to children. Research also supports this, that a child who sees the same devices in the classroom that he or she uses to play games and watch YouTube Kids subconsciously begins to trust the teacher and become more interested in learning in general (Tay, 2016). Thus, there are significant benefits to be gained from incorporating digital technology into the classroom.
That being said, the student community is quite dynamic, and the teacher should use this to make sure students are satisfied with the classroom environment. In particular, any information gathered from digital lessons forms the foundation of formative assessment. In turn, this allows for the personalization of learning and the development of specific pedagogical schemes to improve children’s experiences. For example, if a teacher sees that a child is not doing well with a tablet, he or she can provide personalized help to the student. Conversely, gifted children may require more tasks or more complex instructions. All of these things combine to improve learning satisfaction and, as a result, increase engagement.
Through the use of digital technology, it becomes possible to implement several practical pedagogical techniques. First of all, it is visualization when what the teacher is talking about is duplicated on an interactive whiteboard screen. This is useful not only for deaf and hard-of-hearing children but also for engaging in more communication channels, which will improve learning (Mora et al., 2021). Secondly, the interactive whiteboard can help in cooperative learning when the teacher shows children in detail how to arrive at an answer. For example, if the assignment is to search for a research article, the teacher uses the interactive whiteboard and access to the Web to show a step-by-step search algorithm. Finally, competing learning can also be accomplished using the whiteboard, mainly if modern learning services are used. Such services can offer a real-time survey on a particular question for the entire class so that the teacher can assess the average level of knowledge of all students. The three techniques described are just some examples of how an interactive whiteboard can enhance the learning experience.
Creating the final product of a website requires not only much time but also much critical evaluation. It is unacceptable to make exceptions or assumptions when designing a classroom website that will ultimately affect the educational process. As a contributor, I would emphasize the particular importance of a perfect product. I am convinced that if the classroom site turns out to be buggy or slow to load pages and constantly hangs up, it will disrupt the harmony of the lesson, but it will also damage the teacher’s reputation as the organizer of the classroom environment. In addition, everyone will probably want the site to be accessible; in other words, for every student, regardless of physical features, to be able to use the Web site seamlessly.
References
Mora, M. C. G., Vera-Monroy, S. P., Mejía-Camacho, A., & Rueda, W. J. G. (2021). Perception channels and cognitive styles: Opponents, followers or learning allies? Heliyon, 7(2), 1-12.
Murkoff, H. (2019). Kids and iPads: The pros and cons. What to Expect. Web.
Tay, H. Y. (2016). Longitudinal study on impact of iPad use on teaching and learning. Cogent Education, 3(1), 1-23.