"The Macintosh uses an experimental pointing device called a ‘mouse’. There is no evidence that people want to use these things." - John Dvorak
"The most exciting phrase to hear in science, the one that heralds new
discoveries, is not 'Eureka!', but 'That's funny…'" -Isaac Asimov
"Everything makes sense a bit at a time. But when you try to think of it all at once, it comes out wrong." Terry Pratchet
It's funny - I see this a lot when I do training sessions, the cognitive and physical dissonance that develops when people first try out an IWB. I'm not talking in the first minute because that's the wonder / drawing part. It's when they try and do something they usually do on their computer with a mouse but all of a sudden the image is a lot bigger and they have to use gross motor movements instead of the super fine movements with their mouse.
I love watching it though, mainly because it can be so quick from first try to fairly proficient. Sometimes within half an hour. - That's the technical side of things, what about the teaching that flows from that?
Does the IWB (eBeam) and other Ed Tech create a cognitive and (to a smaller extent) physical dissonance that makes teachers re-evaluate their teaching? What has it done for you and what have you seen in you colleagues?
Is the value in an IWB not just about the resources that it can bring to the learning environment, but that the teacher "had" to learn something profoundly new that wasn't part of their childhood experience?