Proper+Care+and+Feeding+of+Interactive+Whiteboards

=Interactive Whiteboard Maintenance=


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

The interactive whiteboard is an expensive and delicate piece of equipment. Therefore, it is important to learn how to keep it well maintained. Why is it important to keep your interactive whiteboard clean? How do you maintain an interactive whiteboard? How do you remove marks from permanent markers on an interactive whiteboard? How does dry-eraser markers help clean the surface of an interactive whiteboard? How can we assist others to independently maintain an interactive whiteboard?
 * Session Overview**
 * Focusing Questions**

[|Maintaining Interactive Whiteboard.ppt]

The following materials are used in this session: -Laptops -Projector -Interactive Whiteboard -Window Cleaner -Whiteboard Cleaner -Soft Cloth -Paper Towel -Dry Eraser Markers
 * Materials**

N/A
 * Resources**

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

One of the common complaints that students and teachers have about their school’s technology, many times it does not work. Due to heavy usage everyday, equipment will begin to breakdown. Today, we going to learn how to maintain an interactive whiteboard and share that information with other students.
 * Framing the Session**

• Before you clean an interactive whiteboard … shut down the computer and the projector. This should be done for two reasons: • Cleansers and live sensors do not mix. • You will see dirt and streaks much easier with the unit powered off. • Let’s get started … • There are two places that should be cleaned on an interactive whiteboard: • Pen and eraser holders • Board surface • Dirt is the biggest enemy of an interactive whiteboard ... sensors will see the dirt and assume that the pen or eraser is in the holder and will not operate properly.
 * Teaching**

• To clean the board surface spray window cleaner on a paper towel and wipe down the board surface. • To clean the pen and eraser trays dampen a cotton swab and clean the sensor and get all corners inside the tray. Use a soft cloth to dry the trays. • To clean the board surface spray window cleaner on a paper towel and wipe down the board surface. • This should be done on a weekly basis. • If there are any marks on the interactive white caused by a permanent marker, do the following: • Use a dry-eraser marker and trace over the mark. • While the ink is still wet, wipe with a soft cloth. • The solvents in dry-erase ink remove permanent ink. • If there are any traces of permanent ink left, spray the area with glass or whiteboard cleaner and wipe clean. • When removing permanent marker ink, avoid using low-odor or non-scented dry eraser markers because they do not contain the appropriate solvents.

Guided Practice Now that I have shown you the procedure, it is your turn to try it. Perform each step slowly … think it through. (Faculty Advisor: Walk around the class … as the students are scanning for their school’s network. Ask them questions about the steps they are taking.) Have the students review each step and explain the importance of each step.


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

It’s time to try it on your own. You will pair up with a partner and for the next 30 minutes practice showing others how to do interactive whiteboard maintenance so they can do it independently. When the 30 minutes are up, we will come back together and discuss what you learned.
 * Getting Started**

Step 1 Have students decide which partner will be the iSquader and the Student. Step 2 The iSquader will ask the Student what they know about doing interactive whiteboard maintenance. Step 3 The iSquader will explain to the Student the purpose of each of the procedures. Step 4 The iSquader will walk the Student through each step of interactive whiteboard maintenance. Step 5 When the activity is completed, the iSquader will have the Student review the steps of interactive whiteboard maintenance again. Step 6 Reverse Roles While the participants are practicing, walk around the room to offer support and guidance. Notice, if there are any common problems participants are having that might need to be reviewed.
 * Participant Activity**
 * Facilitator Conferring**


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

When conferring with the students, find examples of practices that iSquaders used that were successful when working with their student. When you bring the students together for the share, refer them to your lesson’s focusing questions and ask:
 * Share**

Answer:
 * Why is it important to keep your interactive whiteboard clean?**

· Dirt is the biggest enemy of an interactive whiteboard. Sensors will see the dirt and assume that the pen or eraser is in the holder and will not operate properly.

Answer: > > **How do you remove marks from permanent markers on an interactive whiteboard?** > Answer: > · Use a dry-eraser marker and trace over the mark. > · While the ink is still wet, wipe with a soft cloth. > · If there are any traces of permanent ink left, spray the area with glass or whiteboard cleaner and wipe clean. > > **How does dry-eraser markers help clean the surface of an interactive whiteboard?** > Answer: > · The solvents in dry-erase ink remove permanent ink. > · When removing permanent marker ink, avoid using low-odor or non-scented dry eraser markers because they do not contain the appropriate solvents. > > **How can we assist others to independently maintain an interactive whiteboard?** > Answer: > · Share what worked for you and your partner. > . >
 * How do you maintain an interactive whiteboard?**
 * There are two places that should be cleaned on an interactive whiteboard:
 * Pen and eraser holders
 * Board surface
 * To clean the pen and eraser trays dampen a cotton swab and clean the sensor and get all corners inside the tray. Use a soft cloth to dry the trays.
 * To clean the board surface spray window cleaner on a paper towel and wipe down the board surface.
 * This should be done on a weekly basis.

> > > > >> > >> >>> > >>> >>>> > >>>> >>>>> > >>>>> > >>>>> >>>>>>> **ACKNOWLEDGEMENTS** >>>>>>> Author: Edward A. Fitzgerald Sr. >>>>>>> Email: EFitzge3@schools.nyc.gov >>>>>>> School/Employer: Harvey Milk High School >>>>>>> Title: Technology Specialist >>>>>>> >>>>>>>

> > > > >> > >> >>> > >>>>>>> **TEMPLATE DESCRIPTION** >>>>>>> >>>>>>> **Each session contains the following components and can be conducted in 45–60 minutes:** >>>>>>> >>>>>>> **Session Overview** >>>>>>> This is a concise summary of the session, and how it fits into the training series as a whole. >>>>>>> >>>>>>> **Focusing Questions** >>>>>>> These are the specific questions that guide the session. The purpose of the session is to address these questions. >>>>>>> >>>>>>> **Materials** >>>>>>> This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources. >>>>>>> >>>>>>> **Resources** >>>>>>> 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. >>>>>>> >>>>>>> **Framing the Session** >>>>>>> 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. >>>>>>> >>>>>>> **Teaching** >>>>>>> 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. >>>>>>> >>>>>>> **Guided Practice** >>>>>>> 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. >>>>>>> >>>>>>> **Getting Started** >>>>>>> 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. >>>>>>> >>>>>>> **Participant Activity** >>>>>>> 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. >>>>>>> >>>>>>> **Facilitator Conferring** >>>>>>> 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. >>>>>>> >>>>>>> **Share** >>>>>>> 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. >>>>>>> **Acknowledgements** >>>>>>> This section acknowledges those who contributed to the creation of this session. >