Advantage and Disadvantage of chalkboards As compared to whiteboards, blackboards have a variety of advantages: Chalk requires no special care; whiteboard markers must be capped or else they dry out. Chalk is an order of magnitude cheaper than whiteboard markers for a comparable amount of writing. It is easier to draw lines of different weights and thicknesses with chalk than with whiteboard markers. Chalk has a mild smell, whereas whiteboard whiteboard markers often have a pungent odour. Chalk writing often provides better contrast than whiteboard markers. Chalk can be easily erased; writing on a whiteboard left for a prolonged period may require a solvent to remove. On the other hand, chalk produces dust, the amount depending on the quality of chalk used. Some people find this uncomfortable or may be allergic to it, and according to the American Academy of Allergy, Asthma and Immunology (AAAAI), there are links between chalk dust and allergy and asthma problems. The dust also precludes the use of chalk in areas shared with dust-sensitive equipment such as computers. The scratching of fingernails on a blackboard, as well as other pointed, especially metal objects against blackboards, produces a sound that is well known for being extremely irritating to most people. Many are averse also to merely the sight or thought of this sort of contact.
~The writing slate was in use in Indian schools in the 11th century as mentioned in Alberuni's – Indica (Tarikh Al-Hind), written in the early 11th century: –
They use black tablets for the children in the schools, and write upon them along the long side, not the broadside, writing with a white material from the l eft to the right. The first classroom uses of large blackboards are difficult to date, but they were used for music education and composition in Europe as far back as the sixteenth century. The term "blackboard" is attested in English from the mid-eighteenth century; the Oxford English Dictionary provides a citation from 1739, to write "with Chalk on a black-Board". The term "chalkboard" was used interchangeably with "blackboard" in the United Kingdom in the
early nineteenth century, but by the twentieth century had become primarily restricted to North American English. The blackboard was introduced into the US education system from Europe in 1801. This occurred at West Point, where George Baron, an English mathematician, used chalk and blackboard in a lecture on September 21. James Pillans has been credited with the i nvention of coloured chalk (1814): he had a recipe with ground chalk, dyes and porridge. Link : http://en.wikipedia.org/wiki/Blackboard
pwede rin tong isa http://www.slideshare.net/corp http://www.slideshare.net/corpuz/the-chalkboard uz/the-chalkboard
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*Chalkboards Chalkboards have been a standard teaching tool in schools for years. Educators have maintained that the chalkboard is still an ample teaching device for students, commenting on how it seems to help with the student's handwriting. handwriting. Chalk seems to be easier to hold for younger students. Educators Educators have found that students are not developmentally ready to grip with their thumb, index and middle fingers. Instead, holding writing tools with more of a fist can be easier for young learners, thus making chalk an easy writing tool. While students are using chalk, it doesn't slip once it's on the chalkboard as a dry-erase marker would on a whiteboard's smooth surface. The chalkboard is also ideal for students learning cursive handwriting. The chalk and board keep students hands steady as they write out the words; plus, letters don't look as sloppy. Chalkboards are useful for recording single words or short phrases, or drawing simple diagrams. Colored chalk can be used to highlight or contrast, and students can have fun using different colors for their answers. Most chalkboards also allow the use of felt-tip markers. Installed in classrooms in the 1800s and originally made of slate, most chalkboards today are made from porcelain enamel and can be manufactured in a variety of sizes, styles and colors. They can be mobile, mounted to walls or hand-held. The porcelain is strong and very sturdy, and can last up to five to 10 years on average.
Maintenance is a simple process. The chalkboards and their trays can simply be wiped down with a damp cloth, which makes them look good as new. Chalk can easily be replaced and doesn't dry out. The cost of chalk is also far less than the cost of replacing markers. The chalkboard does have its share of disadvantages, as well. For one, the chalk, which is simply compressed dust, can bother some educators and students with allergies, not to mention land on top of other school equipment that is dust sensitive, such as computers and microscopes.
The chalkboard still has plenty of benefits today, despite the relatively recent advances of whiteboards, and many teachers are fighting to keep them in their classrooms because they think the boards are such a great benefit for their students and the entire l earning process. Link: http://www.christianschoolp http://www.christianschoolproducts.com/a roducts.com/articles/2007-June/Departments/Cha rticles/2007-June/Departments/ChalkboardslkboardsWhiteboards-or-Interactive-Tools.htm
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Is Chalk Dust Harmful? There are two separate issues buried in the question of chalk dust safety. In one sense, the main ingredients of this dust are considered to be non-toxic, which simply means they do not pose a threat when ingested. In another sense, this material can and does accumulate in the human respiratory system, which means it can create long-term health problems due to overexposure. In short, swallowing a piece of white chalkboard chalk won't kill a person, but breathing in the dust for a number of years can create or trigger respiratory problems. Chalk dust is the natural by-product of using a chalk crayon on a blackboard. As the chalk is scraped across the rough surface of the board, particles of it are sent out into the surrounding air. Some of this dust settles to the ground or is ventilated outside, but much of it falls on clothing, furniture, electronic equipment and shelves. Teachers and students also inhale a portion as well, which usually becomes trapped in the mucus layers of the throat and upper lungs. A small amount of inhaled dust is not considered harmful. Those with healthy respiratory systems can expel it through coughing, and the remaining material should be absorbed safely into the body. For those with chronic breathing issues such as asthma, however, exposure can trigger a reaction. In fact, many school systems strongly urge teachers to move students with
respiratory problems away from the chalkboard area. Chalkboards, Chalkboards, trays and erasers filled with dust should also be cleaned regularly. Standard chalk for classroom use is generally made from calcium carbonate, a processed form of natural limestone. The traditional method of creating white chalk was to form a clay -like paste with the calcium carbonate and allow it to cure in chalk-shaped molds. This chalk worked well with slate chalkboards, but it also generated a significant amount of dust that floated into the surrounding air. Teachers who used traditional chalk for a number of years developed some respiratory problems, although not generally considered severe. There is now a product called dustless chalk, designed to address the chalk dust issue. Instead of forming crayons through individual molds, the new chalk mixture is extruded into ropes, then cut to size and allowed to dry. This dustless chalk does generate a form of dust, but the particles are much heavier and tend to fall directly to the floor instead of floating in the air. Exposure to airborne particles has been reduced, but the accumulation of dust elsewhere is still problematic. Beyond the human health aspects of chalk dust exposure, there are also potential electronic hazards. Devices such as computers and digital versatile disc (DVD) players stored inside classrooms can suffer damage from accumulated dust. As the chalk particles circulate throughout the room, cooling fans may draw them into the computers' inner workings. As it builds up on the motherboard and other heat-sensitive parts, the risk of overheating increases. This dust can also cause severe damage to sensitive electronics, such as the laser reader of a DVD player or the playback heads of a video cassette recorder (VCR). Chalk dust is considered an irritant and an occupational hazard by a number of occupational safety organizations around the world. People who must work around it for extended periods of time may want to use a filtered mask over the mouth and nose and taking a number of breaks in a fresh air environment. They should also use other dustless methods of communication, such as dry erase boards or overhead projectors, whenever possible. Link : http://www.wisegeek.org/is-chalk-d http://www.wisegeek.org/is-chalk-dust-harmful.htm ust-harmful.htm or http://www.troydryerase.com/Chalk-Du http://www.troydryerase.com/Chalk-Dust-Healthresearch. st-Healthresearch.htm htm
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Dustless Chalk May Cause Allergy and Asthma Symptoms in Students With Milk Allergy, Study Finds May 2, 2013 — Many of today's schools and school teachers opt for dustless chalk to keep hands and classrooms clean. But according according to a study published in the May issue of Annals of Allergy, Asthma & Immunology, the scientific journal of the American College of Allergy, Asthma and Immunology (ACAAI), this choice in chalk may cause allergy and asthma symptoms in students that have a milk allergy. Casein, a milk protein, is often used in low-powder chalk. When milk allergic children inhale chalk particles containing casein, life-threatening asthma attacks and other respiratory issues can occur. "Chalks that are labeled as being anti-dust or dustless still release small particles into the air," said Carlos H. Larramendi, MD, lead study author. "Our research has found when the particles are inhaled by children with milk allergy, coughing, wheezing and shortness shortness of breath can occur. Inhalation can also cause nasal congestion, sneezing and a runny nose." Milk allergy affects an estimated 300,000 children in the United States, according to the ACAAI. Although it has been believed the majority of children will outgrow milk allergy by age three, recent studies contradict this theory, showing school aged children are still affected. However, 80 percent of children with milk allergy will likely outgrow it by age 16. "Chalk isn't the only item in a school setting that can be troublesome to milk allergic students," said James Sublett, MD, chair of the ACAAI Indoor Environment Committee. "Milk proteins can also be found in glue, paper, ink, and in other children's lunches." Even in the wake of whiteboards, whiteboards, overhead projectors and tablets, chalk is a classroom staple that likely won't become extinct anytime soon. Parents with milk allergic children should ask to have their child seated in the back of the classroom where they are less likely to inhale chalk dust, advises Sublett. "Teachers should be informed about foods and other triggers that might cause health problems for children," said Sublett. "A plan for dealing with allergy and asthma emergencies should also be shared with teachers, coaches and the school nurse. Children should also carry allergist prescribed epinephrine, inhalers or other life-saving medications." If your child is sneezing and wheezing at school, you should see a board-certified allergist f or proper testing, diagnosis and treatment. Link: http://www.sciencedaily.com/releases http://www.sciencedaily.com/releases/2013/05/130502080141.htm /2013/05/130502080141.htm
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The Advantages of Using Chalkboards in Teaching Using technology in today's classroom is a given. Far gone are the days when slide-show presentations with attention-grabbing graphics are the classroom's technological zenith. We live in the age where blogs, chat rooms and podcasts are common teaching tools. Yet, a classroom can still thrive when stripped down to the basics---chalk and a chalkboard. Using chalkboards in teaching improves teaching effectiveness, classroom management and student academic success.
Teaching Effectiveness Teachers have a better chance of reaching students if they have a structured teaching style. Much of a teacher’s style is based on how she presents information to students. Teaching too fast or too slow loses students’ attention. Writing Writing on a chalkboard makes it easier to control the
pace of a lecture because it encourages writing while talking —a task that requires instruction at a moderate speed. According to Barbara Gross Davis’s book, "Tools for Teaching," "students
need time to assimilate new information and to take notes, but if you speak too slowly, they may become bored. Try to vary the pace to suit your own style, your message, and your audience." Regulating the pace of a lecture helps control the amounts of content students receive. Teaching with chalk allows content to unfold naturally. It eliminates the urge to force-feed information that is on a fully prepared teaching aide.
Classroom Management Disruptive students may be less disruptive if they are within a teacher’s visibility. A teacher that has a solid awareness of her students’ actions during classroom instruction has a better chance
at maintaining a productive learning environment. Chalkboard instruction assists classroom management because because it requires light. Visual aides that require lights li ghts off hinder a teacher’s
ability to monitor students’ behavior. Visual reinforcements, like diagrams, can be displayed on a chalkboard to keep students’
attention. Sometimes, students are more willing to engage in a classroom setting if they believe what they are learning has real value. Students that see teachers construct diagrams on a
chalkboard witness the process of turning written i nformation into visual information. Teachers should emphasize the importance of this skill and its potential applications.
Student Comprehension Writing information on a chalkboard helps teachers take visible cues from students. Teachers can immediately address students’ body language and facial expressions that suggest confusion
about the material. Teaching with chalk is especially an advantage for teachers of students with mixed learning abilities. A teacher of students with various learning needs must have flexibility within her teaching style. Necessary adjustments may include not sticking to the lesson plan if students aren’t grasping
the material. Content written in chalk can be supplemented with additional information or altered without hassle. The notes a teacher writes on the chalkboard are essential to a student’s understanding.
According to a University of Michigan study on notetaking, student notes are often incomplete and/or inadequate. Providing notes on a chalkboard increases the chances of students taking correct notes. With information clearly in front of them, students take better notes they can later study.
Student Involvement Getting students to participate makes class more enjoyable for teacher and students alike. Teachers can have students write on the chalkboard to display their understanding of course material. Students may also take turns writing and answering questions, physically identifying areas of confusion, or presenting alternative perspectives on the chalkboard that may help their peers. Read more: http://www.ehow.com/list_5872788_advan http://www.ehow.com/list_5872788_advantages-using-chalkboards tages-using-chalkboards-teaching.html#ixzz2aPnSSa5j
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That Old Chalkboard Mojo by Christopher Conway
Teaching with PowerPoint has been an exercise in frustration for me. I find that my course preparation takes twice as long as it should, and the results are more often than not unsatisfying. It also makes me feel muffled and absent from the classroom. Maybe this is a function of my poor PowerPoint form, of being a latecomer to a technology that younger faculty use with more ease and panache. In a way, it’s not surprising that I would struggle with it. Although I’m young and pretty tech -savvy at 43, I can’t associate PowerPoint with my lived
experiences as a learner. I spent my whole life as a student, from kindergarten through graduate school, plucking words out of the air to put them in my notebook, or following along as my teachers scribbled on the blackboard. The most technology-forward moments involved the occasional projection of transparencies in science classes. Last semester I decided to conduct an experiment. For years, even before becoming a PowerPoint user, my chalkboard form had suffered from a lack of discipline and focus. What if I really rededicated myself to it? I decided to make writing on the chalkboard my primary method and PowerPoint my secondary tool. The outcome of the exercise was fantastic. I felt like I was waking up from being half-asleep as a teacher. One of the things I liked the most about the experience was how using the chalkboard freed me to be more responsive to the needs of my students. Although I always came to class with an outline of notes to write on the board, I knew that it was changeable and schematic, subject to revision by student comments and questions. If you compared my paper notes with what actually went on the chalkboard you’d discover all kinds of emendations and additions. The
chalkboard encouraged encouraged me to be more attentive to classroom conversations, to be more confident about changing my script. Using the chalkboard also encouraged me to package or process information for my students in more versatile ways. I could come to class and write bullet points on the board as a starting point, then while interacting with my students, proceed to annotate with symbols (asterisks, arrows, underlining). If they still didn’t get it, I could erase and diagram, or erase and do a flow
chart. The chalkboard is dynamic, changeable, sensitive, immediate, and completely in the classroom moment. It models note taking and underlines the value of trial and e rror thinking and brainstorming, skills that are vital to analytical thinking. I also appreciated the chalkboard because it is an embodied kind of learning. It synchs the bodies of the students to the movement of the body of the instructor. The fact that there is no PowerPoint file to download or pass out, and that the eraser is eventually coming around, means that the class gets in a rhythm of following the movements of the instructor. There is a ritual of collective focus and activity. The instructor has to be much more physically present because writing on the chalkboard requires choreography, gesture and tempo. This is of
practical value but there’s also something deeper. In an existence increasingly defined by the virtual, it is important i mportant to reassert physical presence. At the end of class, I sometimes looked at the board before erasing it. So this is what had happened in class in the last hour! I could see the vague outlines of my original plan overlaid with symbols of emphasis and additions that had emerged through classroom conversations. Here it was: the exciting record of a collaborative enterprise between teacher and students. The board recorded an event that could never be repeated in precisely the same way, even if I used the same notes to try to do so. All of this may seem ridiculous if you teach in a pedagogical ecosystem where chalkboards chalkboards are still prominent. On my campus, it seems like everyone uses PowerPoint. The situation is so pervasive that once I noticed that student pens only went up when the PowerPoint was projected on screen. If I wrote a series of items on the board, not very many students wrote them down. In their minds, PowerPoint was the chalkboard and the chalkboard was just a piece of furniture. All my colleagues, in talking about course preparation, use the word PowerPoint: I was up late preparing my PowerPoints … I left my PowerPoint at home … I couldn’t finish my
PowerPoint today in class. In my circles you can’t use the word "blackboard" as a synonym for chalkboard because everyone will assume you’re referring to our learning management management system. This last detail is
probably the most symbolically telling: in spite of hundreds of years of use, and its iconic stature as a symbol of the classroom, the word "blackboard" has been hollowed out by a corporation. The problem with educational technology when it becomes institutionalized and naturalized is that it easily becomes a crutch rather than an instrument to enhance community and interaction between human being. What is brilliant about José Bowen’s well known "Teaching
Naked" concept is that it affirms technology as a tool for enhancing a humanistic classroom interaction. Interest in PechaKucha and Prezi, screen projection formats and templates that discard the stale formulas of conventional PowerPoint, underscores that instructors and presenters everywhere recognize that we need to allow for creativity and responsiveness in our use of educational technology. We are at our best as teachers when we question the tools we are given and reinvent them. This happens ever yday in thousands of classrooms when innovative teachers bend PowerPoint to their will, instead of the opposite. The real software behind any instructional technology is the instructor; i nstructor; don’t underestimate underestimate her ability to elevate
a rudimentary tool or ruin a promising and sophisticate one. I’m not arguing against PowerPoint tout court. Heck, Heck, I plan on continuing to use it as one tool
among others. I am just suggesting that the old chalkboard still has something to teach us. If
you haven’t tried it recently, you should. It’s the latest thing and you don’t have to plug it into
an outlet or find a network to use it. Read more: http://www.insidehighered.com/views/2013/04/01/essay-teaching-valuechalkboards#ixzz2aPo56IXJ Inside Higher Ed
~~~~~~~~~ Teaching Using The Chalkboard
Chalkboard are traditional visual aids that is a very important part of classroom teaching. Students often find lessons boring and so teachers use the chlakboard as a way to encourage their students to pay attention. A teacher has to find ways to keep the students interested and engaged in the lesson. When the information is written on the board, the student knows that the information has to be important. The student then does not have to guess what to write down as notes. When using the chalkboard in a lesson start by outlining the days l ecture on the chalkboard before the students arrive. Begin writing one-third of the way down the chalkboard, chalkboard, keeping the outline minimal, outline a topic that lists the topics that you will cover in your lecture. Write down the learning objectives for the lesson on the board. Your objectives should state what new knowledge or skills your students will take away from the days lesson. The student will have to write this down. When lecturing, synchronize your writing and talking. Alternate writing first, then talking and vice versa. Avoid facing the chalkboard with your back to the class for long periods of time and avoid talking to the chalkboard. Try to maintain eye contact and face your students as much as possible. Write down students' ideas on the chalkboard. This will help them to see their own input when they review their notes. Invite students to write their own ideas on the chalkboard when doing activtities. This will encourage class participation. Ask students if they have copied down all the information from the chalkboard before erasing off. Students will become upset and frustrated if you have erased the information off the chalkboard before they had a chance to copy everything down. You also run the risk of losing l osing their attention for the rest of the lesson.
Link: http://www.smartinfo.me/?teach http://www.smartinfo.me/?teaching-using-the-chalkboar ing-using-the-chalkboard-37.php d-37.php
~~~~~~~ “Among the Greatest Benefactors of Mankind”
A close look into the history of educational technology will reveal that an invention from over two hundred years ago remains arguably the most influential technological innovation of our time. It was Josiah F. Bumstead who first declared in his 1841 essay, The Blackboard in the Primary Schools, that the chalkboard is a groundbreaking technological invention (Krause, 2000). Numerous scholars have agreed with Bumstead’s pronouncement citing in reference to the chalkboard that “the inventor or introducer of the system deserves to be ranked among the best contributors to learning and science, if not among the greatest benefactors of mankind”
(Krause, 2000, p.11; Ressler, 2004, p.71; Tyack & Cuban, 1995, p.121). With the advent of compulsory schooling in the United Kingdom in the late eighteen hundreds and the significant increase in student population in public schools, the British acknowledged a sudden need to adopt a unified education program. The chalkboard stood at the core of this new teaching culture. This report will argue that the chalkboard gave rise to the standardization standardization of public education, and its integration into English classrooms in the nineteenth century led to the widespread advancement advancement of rote memorization as the dominant teaching pedagogy in t he United Kingdom.
The Invention of the Chalkboard
The chalkboard is widely believed to have been invented by a Scottish teacher James Pillans, in Blackboards, para. 7). Mr. Pillans “supposedly hung his students’ the nineteenth-century (About Blackboards,
slates together on the wall, making a large ‘slate board’ to write up his geography lessons where the whole class could see them at once” (Wylie, 2012, pp. 259-260). The first
documented case of the chalkboard however is found in America in 1801. Mr. George Baron is credited as being the first teacher to make use of a large black chalkboard to assist him with his instruction at West Point Military Academy (About (About Blackboards, Blackboards, para. 8). Regardless of where it was invented, either in the United Kingdom or in the United States of America, the fact
remains that the chalkboard was created by teachers to assist with teaching, and is an important educational technology.
The Future of the Chalkboard
The blackboard is an adaptable technology and extremely reliable. As Puryear (1999) defends, the chalkboard is inexpensive to produce, easily distributed, and portable. The chalkboard chalkboard is easily mastered by anyone with basic literacy skills, so although it was introduced with the teacher centered rote memorization pedagogy at its core, it could just as easily be used to enhance education placing students in the center. Ressler (2004) contests that the chalkboard is a fundamental tool to facilitate learning because “the learning process is about making connections” (p.71) and a chalkboard permits the text to remain visible for the students. Ong
(1982) may argue that because text on a chalkboard is permanent in a way that electronic text is not, a student who learns from a chalkboard is better suited to recall the text at a later date. Both Ong and Ressler would agree that “a chalkboard – especially a large one- facilitates the
creation of such connections by allowing students to view, discuss, and process several related topics simultaneously” simultaneously” (Ressler, 2004, p.71). p.71). Perhaps the chalkb chalkboard, and its twentieth century
cousin, the digital whiteboard, will remain an educational technology for another two hundred years. In time, I predict, those who use the chalkboard to teach will learn to do so in a constructivist manner, moving further away from the rote memorization pedagogy of our past.
Link : http://blogs.ubc.ca/etec540sept1 http://blogs.ubc.ca/etec540sept12/2012/10/28/the-history-and-future-of-the2/2012/10/28/the-history-and-future-of-thechalkboard/
~~~~~~~~ Advantage and Disadvantage of chalkboard to teachers http://www.rajaha.com/use-of-chalkboard/ >Link lang po eto kasi d kop o ma copy paste eh
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Yan lang po :) . Beryl paki sabi n lang sa akin kung ok n yan at sakto na kung hindi maghahanap n lang ulit ako at kung may napili ka paki sabi n lang sakin para alam ko kung ano yung isusulat ko sa kopya ko :) .
