Interconnected Blackboard Classroom Application: How Do Board-writing, Courseware, Recording and Broadcasting Collaborate with Student Interaction?

The value of the connected blackboard is not the device function, but the classroom process

When purchasing interconnected blackboards, many schools pay attention to the equipment parameters: how big the screen is, how many touch points, how high the resolution is, and which interfaces are supported. These parameters are of course important, but what really determines whether the interconnected blackboard can play a role in teaching is not the equipment itself, but whether the teacher can smoothly complete the teaching process in a class. It doesn't matter what the equipment can do, but whether the teacher can complete the teaching according to the teaching rhythm is important.

In the real classroom, teachers often need to switch between several teaching actions: using blackboard writing to deduce, draw pictures and list steps; Open courseware, video or experimental demonstration; Switch back to digital content for annotation and discussion; Save blackboard writing, annotation or classroom content after class. If these switches are awkward, the teacher will give up some of the functions and eventually the interconnected blackboard will only be used as an ordinary blackboard or an ordinary screen. The classroom value of the connected blackboard lies in allowing teachers to choose blackboard writing or digital content according to the teaching rhythm, rather than being forced to toss back and forth between the two teaching methods.

1. first distinguish four kinds of teaching action, and then design collaborative process

Before designing the classroom process, the four most common teaching actions in the classroom are clearly divided. They each solve different problems and correspond to different classroom tasks.

These four actions are not substitutes for each other, but can appear continuously in the same class. The teacher first opens the courseware import, then cuts to the blackboard to explain, then returns to the courseware annotation, may show the students' works or experimental process in the middle, and finally saves the classroom content. The significance of the interconnected blackboard is to make these actions as far as possible in a teaching interface to reduce equipment switching and operation interruption.

It should be noted that the ability to save, annotate and record depends on the specific configuration of the interconnected blackboard, teaching computer, video booth and recording and broadcasting system, and all interconnected blackboard items should not be available by default. During procurement and training, the scope of functions should be confirmed according to the actual configuration to avoid inconsistencies between commitments and actual capabilities.

2. teachers how to switch between blackboard, courseware and digital content in one lesson

The classroom process should be designed around the teaching rhythm, not around the equipment parameters. The following five-step process can be used as a reference framework for connected blackboard classroom applications.

Subject Example: Mathematics

In math class, the teacher first uses the interconnected blackboard to show the examples, and then switches to the blackboard writing area to write the problem-solving steps. When you need to explain the graphics, switch back to the courseware or annotate directly on the screen. After class, the whiteboard content is saved for students to review or teachers to reuse. The whole process does not leave the teaching interface, reducing the rhythm interruption caused by equipment switching.

Subject Example: Science Class

In science class, the teacher uses the interconnected blackboard to show the experimental principle or video, and switches to the blackboard writing area to record the experimental steps and observation results. When physical objects or experimental materials need to be displayed, the experimental process can be enlarged and displayed in real time in combination with the video booth. Finally, the experimental conclusions or key contents are saved as classroom materials to facilitate students to review after class.

Subject Example: Chinese

In Chinese class, teachers can use the Internet blackboard to display text paragraphs, directly circle key words and sentences on the screen, and annotate rhetoric. When you need to explain the word structure, switch to the blackboard writing area for writing demonstration. When students read aloud or discuss, they can screen students' works or classroom records and organize collective comments. After class, save the annotation content to form a class material.

3. how paper materials, lab demonstrations, and student work fit into the classroom

Classroom teaching is not only courseware and blackboard writing, but also high-frequency scenes of paper materials, experimental demonstrations and students' works. How these materials are integrated into the interconnected blackboard directly affects the teaching effect.

Several principles are worth noting when working with these materials. First, let the Internet Blackboard serve clear learning objectives, not display for display. Second, make sure that all students can see the key points before the presentation, and the visibility of the students in the back row should be tested in advance. Third, design observation questions together with classroom questions to prevent students from just looking and not thinking. Fourth, arrange discussions, exercises or summaries after the presentation to avoid only seeing and not learning. Fifth, when students show their works, they can be treated anonymously to protect students' privacy and encourage true expression.

How does the 4. Internet blackboard work with video booths, recording and broadcasting equipment and remote classrooms?

Interconnected blackboards are rarely used alone; they are usually used in conjunction with video booths, recording and broadcasting equipment, and remote classroom platforms. It is much easier to clarify the data and operation path first, and then determine the connection method than to buy equipment first and then find a way to connect.

Scheme A: Interconnected Blackboard + Video Booth

Suitable for displaying paper materials, experimental materials or student works. It is necessary to confirm the output interface of the booth, the input interface of the interconnected blackboard, whether the picture can be annotated and saved on the interconnected blackboard, and the connection mode of the booth with the teaching computer and the recording and broadcasting system. In the scene of laboratory and training room, the use frequency of video booth is very high. It is recommended to do an actual connection test before purchasing.

Scheme B: Interconnected Blackboard + Recording and Broadcasting Equipment

Suitable for recording teachers, blackboard writing and screen content. You need to confirm the input type, screen switching mode, sound and picture synchronization effect, and recording layout supported by the recording and broadcasting system. The recording and broadcasting classroom suggested that the interconnection blackboard should be evaluated as part of the recording and broadcasting system, and the supplier should provide interface matching instructions and docking test scheme, instead of just confirming that the equipment can work alone.

Scheme C: Internet Blackboard + Remote Classroom

Suitable for mixed teaching and distance teaching. Network bandwidth, platform compatibility, audio and video configuration, and content sharing methods need to be confirmed. Remote classrooms have high requirements for network stability and delay. It is recommended to do a complete test before formal use, covering teachers, students and platforms.

Signal Path and Connection Ideas

No matter which scheme is adopted, the signal path should be clarified: the signal source includes teaching computer, interconnected blackboard, video booth or recording and broadcasting equipment; The display and operation are completed on the interconnected blackboard. The blackboard writing area is used for traditional writing. The content can be saved by teaching computer, interconnected blackboard software or recording and broadcasting system. Audio goes through classroom sound or recording and broadcasting system. If you draw this path, the connection scheme and troubleshooting will be much clearer.

5. teacher training, classroom operation cards and FAQ handling

Training should focus on the teaching process, not just the function of the equipment. The goal of teacher training is to enable teachers to complete a complete course of operations independently, rather than memorizing a bunch of parameters and button positions.

Suggestion on training content

The training content shall at least cover: starting up the interconnected blackboard, signal source and basic operation; Blackboard writing, courseware, screen projection and annotation; Recording and broadcasting, remote class and content preservation; Video booth and student works display; Common problem identification and repair process. When training, it is best to use teachers' real courseware and teaching materials and organize them according to a complete course, instead of going through the motions with demonstration courseware.

Suggested training methods

Provide fast operating cards in the classroom for teachers to consult at any time. Distinguish between teacher training and IT operation and maintenance training, the former focuses on the teaching process, the latter focuses on equipment maintenance and fault handling. Incorporate training into project acceptance rather than handling it separately after equipment delivery. After the training is completed, it is recommended to arrange an operation assessment to confirm that the teacher can complete the key operations independently.

Troubleshooting Common Issues

The investigation of common problems is recommended to be carried out in the order of "confirming the phenomenon first, then narrowing the scope, and finally locating the responsibility. For example, when the screen cannot be cast, first confirm whether it is a single terminal or all terminals, then confirm whether it is a network problem or an application problem, and finally judge whether it is a device, network or policy configuration problem. When recording the problem, try to record the terminal model, network environment, operation steps and error information together to facilitate subsequent processing.

How 6. Schools and Training Institutions Evaluate the Teaching Value of Connected Blackboard

To evaluate the teaching value of the connected blackboard, we should not only look at the equipment parameters, but also use observable classroom tasks to test. It is recommended to arrange a real classroom test at the prototype stage.

Prototype test task

The test tasks can include: showing small font sizes and charts in paper documents, demonstrating an experimental step or small model, showing a student's work and commenting on it, switching from the interconnected blackboard screen to the courseware and cutting back to the blackboard writing, testing annotations, screenshots, recording or sharing according to the needs of the project, and asking the teacher to complete a complete operation independently. These tasks cover the key dimensions of visibility, operational fluency, instructional coherence, interaction, reuse, and compatibility.

Evaluation dimension

It should be noted that classroom interaction or learning effect should be evaluated through project pilot and actual observation, and no specific promotion ratio is promised in advance. What the equipment can support and what students learn in the classroom are two-level issues. The evaluation should focus on whether the teaching process is smooth, whether teachers are willing to continue to use, and whether students can participate, rather than just looking at the list of equipment functions.

Frequently Asked Questions

How does the interconnection blackboard support blackboard writing, courseware and recording and broadcasting? The interconnection blackboard usually reserves the blackboard writing area, and provides display area and interconnection function at the same time. Teachers can switch blackboard books, courseware, screen casting and recording in the same class. The specific capacity depends on the equipment configuration and software function, which should be confirmed clearly before purchasing.

Can the connected blackboard display paper materials and student work? Yes, it usually needs to be used in conjunction with a video booth. Paper materials, experimental materials, models and student works can be displayed in real time through the booth, and annotated and saved on the Internet blackboard. It is recommended to do an actual connection test before purchasing.

How does the interconnected blackboard connect to the video booth and recording system? The interface, output mode and connection path of the booth and recording system need to be confirmed. It is recommended to require the supplier to provide a connection scheme and docking test to ensure that the picture, sound and operation can be coordinated normally.

How does the Internet Blackboard support remote classrooms? Network bandwidth, platform compatibility, audio and video configuration, and content sharing methods need to be confirmed. Remote classroom requires high network stability and delay, and it is recommended to do a complete test before formal use.

How do teachers switch between blackboard writing, courseware and digital content in a class? You can refer to the five-step process: pre-class preparation, digital import, blackboard explanation, digital interaction and summary saving. The specific rhythm is adjusted by the teacher according to the subject and course content.

How does the Internet Blackboard save classroom content? Some models support saving courseware comments, screenshots or blackboard writing content, which may be saved locally or in the cloud. Whether to charge and how long the storage period needs to be confirmed clearly before purchasing.

How does the school evaluate the teaching value of the interconnected blackboard? It is recommended to arrange real classroom tests in the prototype stage to observe visibility, operation, teaching coherence, interaction, reuse and compatibility. Classroom interaction and learning effects should be assessed through pilot and actual observation, without pre-commitment to specific promotion ratios.

What content should be included in the teacher training? At least it should cover the basic operation of the equipment, blackboard writing and courseware switching, screen casting and annotation, recording and content saving, video booth use, and common problem handling. The training should use the teacher real courseware, organized by the complete course, and provide the quick operation card.

Conclusion

The classroom value of the interconnected blackboard is not the function of the equipment, but whether the teacher can smoothly complete the blackboard writing, courseware, recording and broadcasting and student interaction. Schools and training institutions should start from a real course and test whether the Internet blackboard, teaching computer, video booth and recording system can support the complete teaching process. The classroom process, teacher training and evaluation methods are advanced to the procurement and delivery stage, and the cost is much lower than that of the equipment after it is installed. Only when teachers are willing to use it and use it smoothly can the equipment really fall to the ground.