Identify an Emerged Technology

 The blackboard, or chalkboard, has stood up to the test of time. Dating back to ancient times, students in Babylonia and Sumeria used clay tablets and a stylus to write. These tablets were wet and then written on again (Concordia University, 2009). Overtime clay tablets turned into slates or painted wood and eventually led to green steel plates, which we now recognize as chalkboards. In the 1980’s the dry erase board was invented and many schools used that instead of the chalkboard because it eliminated chalk dust, which causes allergies (Concordia University, 2009).  

 Now, the digital whiteboard is making its way into every classroom that can afford it. The digital whiteboard engages students, is easy to use, and provides more opportunities than just writing information on it (SMARTClassrooms, 2009). The chalkboard allowed people to write information and draw pictures on it so students can copy it. Visual learners benefited from seeing the information displayed in front of them. The digital whiteboard not only presents visual text and drawn pictures, but can also share animated videos, graphs, sounds, and more from the internet. Students can interact with these elements when they come up to the board. Here is a website featuring the digital whiteboard, made by SmartBoard: http://smarttech.com/smartboard. There is a big need in society for a greater use of technology because students enter a world filled with technology once they leave the classroom. The digital whiteboard provides students with the opportunity to be challenged during lessons and to provide them with immediate information about the world around them.

            Challenges that occur with this technology are due partially to the hardware of it. With original models, if more than one pen is picked up at a time, the board does not work. Additionally, we are moving into an age where typing is the number one component for transferring information. However, with the digital whiteboard, the only keyboard provided is the visual one on the screen, which can be difficult to use. Digital whiteboards mounted high on the wall are often too high for students to reach. Those on wheels lose their alignment when they are accidentally touched or pushed. Lastly, students often get used to looking only at the digital whiteboard and they are not looking at the teacher. Even when the teacher is speaking, the students are often looking at the board instead of the teacher.  

            This technology could be even better if multiple styluses could write on the board at one time. If there was an external keyboard that could be connected and used rather than a virtual keyboard, typing on the board would be faster. A lock feature for the wheels or a way to install it lower on the wall would also make the experience better. If there was a way to turn off and on the board quickly so that attention could be diverted to the speaker, this would help attention.

References

Concordia University (2009). The history of the classroom blackboard. Journal of News and

            Resources for Teachers. Retrieved from http://education.cu-portland.edu/blog/reference-

            material/the-history-of-the-classroom-blackboard/

 

SMARTClassrooms (2009, April 13). SMART Boards why are they so easy to use? Retrieved

from http://youtu.be/0U05WeXPGlk