Setting+Up+the+Interactive+Whiteboard

=Setting Up the Interactive Whiteboard=


 * SETTING THE STAGE** //(To be reviewed before the session begins.)//

In this session, participants will learn how to connect their laptops to an interactive whiteboard in the classroom.
 * Session Overview**

How can I set up an interactive whiteboard to my laptop? What are the materials that are needed to accomplish full functioning of the interactive whiteboard's capabilities?
 * Focusing Questions**

The following materials are used in this session: -Laptops -Projector -Interactive Whiteboard - USB cords - VGA/RGB cables
 * Materials**

N/A
 * Resources**

INSTRUCTION //(Typically lasts about 20% of session.)//

Have you ever seen a teacher struggle with an interactive whiteboard? As an iSquad member, you should be able to set one up to maximize functioning capacity. There are many neat functions that you can do with the smartboard and all its tools, learn how to use them. In this session, you will learn how to ensure successful setup and use of interactive whiteboards.
 * Framing the Session**

Today we will learn how to connect, activate and project an interactive whiteboard. Watch as I take you through the steps of a complete setup of a "SMARTBoard".
 * Teaching**

Indicate in which order you would use the following equipment. Power Cable - Provides power to the projector. VGA Cable - Sends images from the laptop to the projector, then to the board. USB Cable - makes board interactive. RCA to Audio Cable - sends sound to the speakers. What effects would it have if a particular piece were left out? (see above)
 * Guided Practice**


 * WORK TIME** //(Typically lasts about 60–70% of session.)//

Isquaders, today we will set up the interactive whiteboard to a laptop, adjust and calibrate the image, connect the speakers to the laptop, then disconnect the system.
 * Getting Started**

Participants will... • __Step1__: Power up laptop. • __Step2__: Find the cord that extends from the interactive whiteboard and connect it to your laptop’s USB port. • __Step3__: Connect your projector to your laptop with a VGA cable. • __Step4__: Connect RCA audio cable to your laptop. • __Step5__: Power on the projector. (If image does not appear change LCD mode) • __Step6__: Adjust Image (situate cart, lift projector tray up or down, make keystone adjustments) • __Step7__: Calibrate (smartboard tools - control panel - Orient or holding down 2 buttons on board) • __Step8__: Disconnect all cables and turn power off on the projector.
 * Participant Activity**

Take note of issues that the participants are encountering will completing their activity as well as particularly good examples of work that can be presented during the Share.
 * Facilitator Conferring**


 * SHARE** //(Typically lasts about 10–20% of session.)//

Ask selected participants to share particularly good examples of their work. Discuss any issues encountered: Red Light on board - no connectivity Corrupted Screen - image requires adjustment Projector Malfunctions Accidental disconnection of board Lead a discussion about how this work addresses the focusing questions.
 * Share**

Author: Brenda Perskin Email: bperskin@schools.nyc.gov School/Employer: IS93 Title: Teacher/ iSquad Faculty Advisor
 * ACKNOWLEDGEMENTS**


 * TEMPLATE DESCRIPTION**


 * Each session contains the following components and can be conducted in 45–60 minutes:**

This is a concise summary of the session, and how it fits into the training series as a whole.
 * Session Overview**

These are the specific questions that guide the session. The purpose of the session is to address these questions.
 * Focusing Questions**

This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
 * Materials**

All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
 * Resources**

The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
 * Framing the Session**

This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
 * Teaching**

Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
 * Guided Practice**

The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
 * Getting Started**

Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
 * Participant Activity**

As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
 * Facilitator Conferring**

Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
 * Share**

This section acknowledges those who contributed to the creation of this session
 * Acknowledgements**