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Question: Advantage of integrating the teaching method (Interactive Whiteboard) in a congested classroom. Include APA 7 referencing style.
Integrating an interactive whiteboard (IWB) teaching method in a congested classroom has several advantages, despite the challenges posed by a limited physical space. 1. Enhanced Interactivity and Student Engagement: A significant advantage of IWBs lies in their ability to facilitate interactivity. Interactive whiteboards create a dynamic learning environment, enabling every student, regardless of their location in the classroom, to be actively involved in the learning process, leading to improved information retention and increased engagement (Cox, 2013). 2. Multimodal Learning Opportunities: IWBs allow for multimodal learning experiences, allowing teachers to utilize videos, audios, graphics, and texts in a single presentation. This enhanced access to multimedia resources caters to different learning styles, such as visual, auditory, and kinesthetic, enabling a more inclusive educational environment regardless of classroom size (Kullman, 2020). 3. Efficiency in Teaching: Interactive whiteboards can condense complex educational content into simpler, manageable parts using various tools and features. This can expedite the learning process, a critical factor in a congested classroom, by reducing the time taken to understand a particular topic (Glover, Miller, Averis, & Door, 2007). 4. Facilitates Collaborative Learning: Even in a crowded environment, an interactive whiteboard can facilitate collaborative learning. By displaying learning materials to all students at once, it encourages discussions and group participation (Ertmer et al., 2015). 5. Instant Feedback: Teachers can get instant feedback using interactive vote or question and answer features, ensuring continuous assessment of learner understanding even in a large class (Glover & Miller, 2001). References: Cox, M. J. (2013). Formal to informal learning with IT: research challenges and issues for e-learning. Journal of Computer Assisted Learning, 29(1), 85-105. Kullman, J. (2020). Using Interactive Whiteboards in the Classroom. Social and Economic Revue, 8(3), 121-141. Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and modern languages: An empirical analysis from the secondary sector. Learning, Media and Technology, 32(1), 5-20. Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. Glover, D., & Miller, D. (2001). Running with technology: The pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school. Journal of Information Technology for Teacher Education, 10(3), 257-276.
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