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I need to know how to teach content, I need to know how to use the IWB, and I should know how to teach my students how to used the IWB.

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I should be equipped with the knowledge on how to use and trouble shoot the IWB.  What is IWB and how it can be used in the classroom.

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I need to know how to best teach the content to my students. I will need to decide if the topic should be taught through direct instruction, an inquiry focused approach, modeling, etc.

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I need to know how to use the technology in a way that complements the teaching method I have selected. I need to understand how to troubleshoot the technology, and all of its capabilities.

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How the IWB can be used as a resource. Also, what previous knowledge students may have concerning content and technology.

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I need to know what will most engage my students to ensure that they are paying attention throughout the lesson.

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I need to know the content that I am teaching to ensure that I am not creating misconceptions.

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To make sure I address misconceptions and also not create any more I need to be knowledgeable about the subject area that I teach, NC state standards and best practices to use in my classroom.

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I need to know how my teaching style works with IWB. For example, I tend to be minimal in my teaching. One concept per day, and not a lot lecturing. How does an IWB support this style?

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I need to understand how to start the IWB, how to interface my content with the IWB, and how to interact with the IWB.

If my students are going to use the IWB, I need to be able to teach them how to interact with the IWB in a respective manner (don't break my new toy).

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I need to make sure that the IWB is supporting how I address any misconceptions the students may hold on the topic of interest.

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My students need to be familiar enough with the IWB so that they treat it as a tool for learning and not a toy to draw on.

I need to know what possible misconceptions my students hold on the topic and how the IWB best addresses these misconceptions.

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You should know which items would work best with the IWB. Not all tech lessons work best with IWB

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You would have to teach the students how to work with the smart board. Unless they already know how to.

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You could possibly incorporate any computer science or technology science standards in with your regular science standards depending on the lessons.

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You need to know how to work the IWB into your own teaching style. For example part of my teaching style is to have class discussions around a science article so how could IWB be used with it.

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Need to know how the IWB works within your teaching style and the learning styles of the students and the lessons. Is the IWB hands on and interactive enough during an intense, interactive lesson?

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Making sure technology works and is integrated into the lessons. Making sure everyone knows how to use the IWB.

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Do students know how to use the IBW? Are they comfortable with it? Is it a distraction or an enhancement of the lesson in the mind's of the students?

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Understanding the content being presented.

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Would using an IWB fit in with normal class activities, or would it be very different? Different is okay, but there would be a learning curve.

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Does the IWB work? Do I know how to use it and troubleshoot problems? Do I know how to do my lesson on the IWB, and is it the best option for this lesson?

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Are the students comfortable enough with using technology that they will be able to use the IWB? Is this the best way for the students to learn?

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Do I know the content for this lesson? Will I be addressing common misconceptions? Will the IWB help effectively present the lesson?

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Brad Rhew                                    First, I will need to know what content I plan on teaching to my students. I will need to assess to see what type of activities and lessons I need to do to get the topic covered. I will also need to know how to incorporate the IWB to teach my content. 

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Brad Rhew                                    First, I will need to know what content I plan on teaching to my students. I will need to assess to see what type of activities and lessons I need to do to get the topic covered. I will also need to know how to incorporate the IWB to teach my content. 

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I need to first evaluate if the content I am teaching best lends itself for IWB visualizations and applications. Sometimes hands on activities, labs, or collaboration activities work better to get the content across to the students. The IWB could still be used somewhere in conjunction with these other ideas, but the use of it might not be needed.

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Making sure the content with the IWB is student centered and engaging. As well as making sure this content is appropriate for the IWB; remembering that this isn't the only tool that can be used.

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Brad Rhew                                    

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Brad Rhew                                    

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Making sure to not be too focused on all the bells and whistles at first. More getting a grasp on how it can be used and the basics, then taking time to learn it's full capacity in the classroom. Making sure if there is a problem with the IWB having a backup plan, and knowing how to fix the common errors.

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It is very important that you actually work out how you are using the IWB for the activity. If you are using a powerpoint, familiarize yourself with the key places that should get extra attention. If you are doing a demonstration, game, or explaining a virtual lab to them, practice it before with the IWB so it transitions smoothly during the actual lesson.

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I need to first find out if my students have any prior use of interactive white boards. If I want them to participate in the lesson I need to make sure they also know how to use it. This will help in the lesson getting taught and avoiding extra frustration. Also, find ways to make it interactive so all students are involved and learning from the IWB.

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Helps with creating more student engagement; having student'c come up to the IWB to answer questions, or letting students use IWB to present their projects. Making sure you also teach students on how to use and respect this expensive piece of technology first.

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Many teachers who get comfortable using IWB tend to become the only ones in the classroom using it. It is very engaging for the students if they are also able to come up and fill in answers, draw images, or work out problems on the board.

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I need to make sure I fully understand the content I'm teaching. Also, I need to make sure I am creating a lesson using the IWB that addresses the content standard I am covering. This will make sure the technology is being used effectively and the content is being covered fully.

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Does the IWB enhance the content? Is it being strategically used to help process the material on higher levels of thinking? Knowing the content beforehand is important to ensure you are most effectivley using the IWB with your lesson. Being unsure of your content and then adding the IWB into the mix can sometimes be overwhelming when trying to present a smooth lesson.

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Understanding content that will be shown, explained and presented to the students using IWB. Making sure no misconceptions are formed and if they are addressing these. Making sure that the IWB is an added piece to the learning of the material, and not just used to present information (boring...).

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I need to figure out how the IWB can best be implemented for the content. Whether it is an interactive discussion where kids come up to the board, a 360 degree google field trip, using it for quick multimedia transitions, or for student presentations, ect... I need to make sure the IWB is the best fit for the learning objectives.

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I need to make sure I have practiced using the interactive whiteboard for the exact lesson/unit. Just like any laboratory procedure, the teacher needs to first perform the activity to work out any kinks. I also may need to have a technology specialist available to help if something goes wrong, and definitely a back up plan just in case the technology does not work (For whatever reason).

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My students should know how to appropriately interact with the IWB. They should know how to use it, how to act when another student is using it, and patience when something does not go as planned.

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I need to make sure the IWB is the perfect tool for engaging students with the lesson objectives. I also need to make sure this tool allows me to cover the content completely, without misconceptions.

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I would need to be able to evaluate the best resources for the content I want to deliver; for example is it covering the standards I want to target and is the content accurate.

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I need to know developmentally what the students are able to comprehend. For example, learning all the different muscles of the body may be appropriate for high school but too much information for early middle school.

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I would need to know how to use the IWB and associated software effectively by being familiar with the features and with technical issues that might arise. For example the Social Studies teacher was able to demonstrate the Smartboard concisely because he was familiar and had experience with the different features.

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I need to know where to incorporate the IWB in a unit where I could use it best for specific learning goals. I would want to be conscientious of making sure it generated discourse and active participation in the class versus too much teacher-directed instruction.

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I need to know both my students' ability to use IWBs and their familiarity with it. Even if they quickly learn/already know how to use IWBs, if they are still novel to the students, they may be more distracted by them than engaged.

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I need to know how my lesson will be structured to best optimize the IWB as a tool. For a more teacher centric lesson, I need to know how to present animations, videos, Power Point, etc. on the IWB in a way that is easy for students to follow. For a more student centric lesson, students will have to know how to navigate the IWB's functions to best write and illustrate their points.

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Personally, I need to be comfortable using the tool and able to troubleshoot it if it freezes or doesn't work as expected. I would also need to know how they are maintained and if the school is in charge of updating them or if I need to be aware of its needs.

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I need to learn all of the different ways that IWBs can be applied to different learning tasks. In order to make sure that I am using it as more than a glorified projector, I would like to learn how to use graphs, models, simulations, and more on IWBs.

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I need to be familiar enough with my content that I am not thrown off or distracted by the use of this technology. I also need to be familiar with standards so that I don't allow the technology to guide the lesson in a direction that isn't aligned with state and national standards.

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I need to know the different functions and capabilities of the IWB. Furthermore I need to know how to quickly and efficiently navigate these function. Also, if I want the school to install an IWB I need to know the cost and if that cost measures up to the benefits.

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I need to know my students know how to use and treat the IWB. Since it is an in class tool, there isn't any worry about it being unavailable to students, but I do need to know how to get all students to participate in using it.

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I need to know that the IWB is the best tool through which to present my content. Should it be used for a dissection or chemical lab simulation, or would the students be better served doing a real life lab? If I am presents an animation or 3D tour, I need to know how to navigate the IWB efficiently or it will just eat up class time and leave the students confused. Further still, I need to know if these animations, diagrams, and/or simulations accurately portray what I am trying to teach.

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I need to know how to effectively use IWBs. Therefore, before using it in class  I should be aware of the different functions and have practiced them.

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for teacher centered use: are my students benefitted by my use of IWB. Am I tempted to move too fast so students can not keep up?

for student centered use: do students know how to interact with the IWB?

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I should ask myself if using IWBs would be the best way for students to learn a specific content. While IWBs can be a great way for making lessons more interactive they cannot replace hands on activities and classroom discussions.

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Can I communicate the concepts clearly and in simple language? Will the IWB help me in communicating this knowledge?

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If an IWB is more or less an extension of your computer, you must have a fast and capable computer and competence in its use, in addition to specific preparation for how to optimize the IWB specs and software.

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Students must know to NOT ACTUALLY WRITE ON IT and also what the IWB makes possible for them! We would also have to consider how some students best process information, and make sure we are presenting information in the way that best suits them instead of just defaulting to technologies which are convenient or easy.

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I must be thoroughly knowledgeable in a variety of science fields, and honest about when we approach gaps in that knowledge. I can only possibly deliver content effectively (with any tool, IWB or not) if I am well versed in the material. This knowledge would help me make optimal use of the IWB and avoid incorrect or misleading resources.

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I would not want to utilize an IWB just to justify its cost or convenience, but because it actually seems to be the optimal tool for whatever is being taught. Hopefully they could be well utilized to augment learning, instead of causing confusion or distraction.

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I would use interactive whiteboards to project Power Points so if I need to be more critical on a specific topic I would be able to interact with it more then just a basic picture.

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I am pretty computer competent and I have grown up with this technology, therefore I believe it will be a small learning curve for me. However, having students become more competent with the technology will be another issue.

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I need to be trained to properly use the technology in a way that will go along with both the lesson and the teaching style. I also need to know how to troubleshoot any problems that may occur while using this technology.

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My biggest issue would be the misconception that students would draw on the board or press to hard on it. Both will damage the board and then will need more technical assistance. Therefore, students need to be use to this technology, so small things to interact with the IWB first would help with this.

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I need to know how my students will react to this technology, so that I can properly teach them how to use the technology. This will help me to ensure that the students are properly able to engage in the lesson.

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Most lessons could be used on the board, however if the lesson requires more hands on experience like soil texture or animal specifics it would be better to find connections in person rather than with an IWB.

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I need to know the content I am teaching, so that I do not create any misconceptions. I would need to make sure that I am providing the knowledge to the students in the best possible way, so that the information comes across clearly.

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I need to know how to properly connect the lesson with the technology in a way that would keep my students engaged with the lesson. It would need to make sense for me to use this technology and that I am not just throwing it in just because I have access to it.

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I need to know how to effectively integrate IWBs into my instruction so that the technology has a purpose, is linked to student gains, and produces benefits when compared to a standard whiteboard or projection, for example. I need to know how to incorporate it in an engaging, student-centered way.

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I need to know how to properly use IWBs and associated programs/software. This takes time and practice to be able to be confidence and competence in using all of its various functions. I need to know how to troubleshoot when I encounter issues.

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I need to know what interests and engages my students so that I can use an IWB in a way that is appropriate and useful for them. I need to know my students' level of comfort with using the IWB and its programs/functionalities. I need to know that my students know how to responsibly use an IWB and not misuse it.

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I need to know the content well and know what type of content is enhanced by using an IWB. An IWB may be a great way to teach certain concepts, but may not be the best option for other concepts.

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I need to determine which aspects of the IWB to use for each stage of a lesson plan. For example, if using the 5E instructional model to teach students about force, I may start with a video or allow students to interact with a simulation on the IWB to engage with and explore concepts. Later in the lesson, I could move to something with fewer scaffolds. To evaluate learning, I could project images on the board and students could come up and draw/label them to create their own force diagrams.

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I have to be comfortable and confident manipulating the technology in front of a class. This would take time and I would probably want to practice over a break. I also need to understand how to set the technology up in my room so that if something ever went wrong, I would know what to check. I would have to practice using the technology from both the teacher and student side so that if students have difficulty, I can help them navigate the functions.

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I need to know the extent of students' past experiences with IWBs so I know how much of an introduction they need. I may have to teach them how to use the SMART app, how to interact with the physical board, and the etiquette/expectations when using the technology. I also have to gauge how much of a distraction certain functions of the IWBs would be based on the behavior of individual classes. For example, can students handle working on the SMART app, or will they use this as an excuse to be on Snapchat/other social media sites unrelated to teaching and learning?
M
TRA

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I must make sure I am capable of teaching concepts alone, without technology before incorporating it into my classroom. It's easy to lean on pre-made presentations, visuals, interactives, and games, but these should never be a crutch. I must use the technology as a tool to make myself a better teacher, not a substitute. I must be aware of the common misconceptions surrounding each topic I teach and be prepared to correct them. This necessitates a deep understanding of the content.

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For pedagogy, the thing that I keep wondering about circles around whether the IWB can be used to really enhance students learning or if it is just a flashy way to complicate learning that can be done just as easily and effectively with pencil and paper or other less expensive technology. What sort of data is there that supports the use of IWB?

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The biggest thing for technology is if the teacher is trained in using the IWB and able to lightly troubleshoot it when issues arise. And like other tech, what happens to this large (in size and investment) item when something new comes along and replaces it as better suited for classrooms? Can IWBs be recycled into something else? Are they just donated to lower income schools?

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I need to know if my students would find learning with the IWB useful more than distracting. I suspect that it would be okay to use as long as it wasn't a novelty (not the only one in the school).

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I think of the four TPACK categories that this one would be the easiest to overcome. I liked the suggestions given by the history teacher in the first video. Teaching biology, it would be awesome to pull up various images and circle or star or draw specific attention to a component of the cell, or label DNA, or draw the arrows in a food web.

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Knowing whether the content is a good fit for an IWB or if a better tool would be better.

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Know the experiences that students have with interactive whiteboard and cover the expectations of use with whiteboards (clean hands, it's not a toy, etc.)

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I need to know what features and tools of the whiteboard would be best for which classes I teach and how to deal with any technical issues which may arise with their use.

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Since the whiteboard is a major object at the center of the classroom, it is tempting to let it be used as a fancy powerpoint machine. However, I would need to think of applications for the tool that would be student centered.

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Be aware of various software and lessons that are compatible with the technology and how does it positively impact teaching and learning

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Be aware of various software and lessons that are compatible with the technology and how does it positively impact teaching and learning

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Ashita Harris

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Before use, ensure that I am trained and comfortable with using the IWB, understand how the technology works and aware of how to fix it when it does not. Also, use the whiteboard as one TOOL, not the focus of the room

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Find out student's experience and Teach the procedures and expectations when using IWB. Most importantly, have the students use it-

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Teach the content, not the bells and whistles. Know your content and Ensure students are grasping the concepts and improving skills while using the IWBs. Find applicable lessons to engage students and support learning.

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I would need to know which type of teaching method fits best for each lesson and whether or not the Smartboard could be used as an asset.

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I need to know how to deal with technical issues and be comfortable and confident when working with the IWB. I'd also want to be very fluent in all the programs and resources available for me to use with the technology that align with my lesson plan and teaching goals.

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I need to know the students'comfort level and familiarity with the IWB and what would be a fun way for them to learn with it.

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I need to have a thorough knowledge of the content and what standards I am addressing.  I then need to know whether using the IWB would be beneficial and add to the lesson rather than distracting the students from the content being taught.

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I would need to know which animations or features of the interactive whiteboard are the most engaging for delivering information to the students. That way it will enhance my teaching instead of just being a fancy tool that is use to show cool things that may not be as relevant to the lesson

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I would need to know common technical difficulties that you may come across and the troubleshooting strategies to try for each of those bugs. Additionally I would need to know about the different software packages that I might want to install to have more useful features on the IWB.

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I would want to know which features the students were most enthusiastic about. If I cannot engage them in the lesson with the IWB, then it loses its effectiveness as a teaching tool. Additionally if students are going to be using any of the features on the board, I will need to make sure that they feel comfortable using it.

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I would need to know the content so that I could pick out key animations or demonstrations to show the students, that were the most relevant to the lesson. Additionally, I would need to make sure that these animations or simulations were accurate representations and will not create any misconceptions.