Black or White?

Introduction

As mentioned in the previous article, some of the social groups had issues with the blackboard in a classroom, which led to the development of the whiteboard, also known as the dry-erase board. The whiteboard was often known as the improved version of the blackboard, as there is no longer a need to clean up chalk dust, or be wary of inhaling too much of the dust which may irritate the respiratory tract. However, there are still differing views on whether the blackboard or whiteboard is better for teaching in class.

Using the elements of Social Construction of Technology (SCOT), this article discusses the changes in the whiteboard over the years.

Relevant Social Groups

Teachers and students, as well as the producers of blackboards and whiteboards are clearly the most relevant social groups involved in the increased prevalence of whiteboards. The blackboard users gave feedback on the strengths and shortcomings of the product, while the manufacturers took notice the comments and made adjustments to the design of the board.

Another possible social group could be the school cleaners or students who were tired of having to clean up a great deal of chalk dust after lessons. The media might have noticed the hassle of keeping the classroom clean and broadcasted it, which caught the attention of manufacturers.

Interpretive flexibility

The rise of whiteboards can be a boon or bane depending on the users. Some users felt that writing on a whiteboard is much smoother than on a blackboard, while others found the squeaking sounds of markers irritating. Likewise, even though the issue of chalk dust had been resolved, the dirt left behind by the dry-erase markers were seen to be even more annoying for some users. A student also mentioned that she hated the smell of markers in the classroom. Teachers who were used to writing on chalkboards may also feel that the friction between the chalk and the board made it easier for students to write, which the whiteboard fails to emulate.

Design Flexibility

Innovative modifications to the whiteboard are continuously being done over the years to meet the needs of different social groups. There are now magnetic whiteboards, whiteboard sheets and even the wall can be made of whiteboard material.  For example, the classrooms in NTU hive has walls that can be written on using markers, allowing more space for students to present their ideas in class. Moreover, technological advances has enabled more creative designs and uses of the whiteboard. The SMART board, which allows user to interact with the board by just touching it, was a significant breakthrough in the world of classroom equipment.

My Opinion

From slates to blackboards to chalkboards to whiteboards, I believe that this educational instrument’s design is far from stabilising as long as the society never stops changing. It is possible that the physical board may become obsolete some day with the introduction of online learning platforms such as Blackboard, which includes many features that enhance students’ learning experiences. Using this platform, the instructors are now able to gauge students’ understanding of the content taught by evaluating their answers for the assigned tasks online. In this digital age where learning materials are easily accessible via our mobile devices, there is less need to attend lectures physically However, I feel that face-to-face interactions are still very much valued in the process of learning, so the physical board still has an important role in class. 

Conclusion

Although the development of the Board is illustrated using SCOT, other frameworks learnt this course can be used to describe this phenomenon. The Actor-Network Theory could provide elaborate descriptions on the relevant social groups, as it includes even non-human actors such as the quality of ceramic used in the manufacture of the blackboard. The theory of co-production explains how technology and society affects each other, like the way SMART boards allow students to experience more realistic simulations during lessons, making their learning journeys more enriching. In the end, I would think that there is not one framework that can describe any phenomenon perfectly, but the fact that technology is socially constructed is indisputable. This course has given me insights on how the supposedly objective Science is actually intertwined with the Society. 

References

1. Pinch, Trevor J. and Wiebe E. Bijker. “The Social Construction of Facts and Artefacts: Or How the Sociology of Science and the Sociology of Technology Might Benefit Each Other.” Social Studies of Science 14 (August 1984):
   
2. Frances Romero (14 June 2010). “Top 10 Most Annoying Sounds: Nails on a Chalkboard”. TIME Magazine. Retrieved 31 May 2016.
3. History of the Classroom Blackboard. (2017, November 08). Retrieved from https://education.cu-portland.edu/blog/classroom-resources/the-history-of-the-classroom-blackboard/
4. “Social Construction of Technology.” Encyclopedia of Science, Technology, and Ethics. . Retrieved November 04, 2018 from Encyclopedia.com: https://www.encyclopedia.com/science/encyclopedias-almanacs-transcripts-and-maps/social-construction-technology
5. Manzo, K. (2018, June 25). Whiteboards’ Impact on Teaching Seen as Uneven. Retrieved from https://www.edweek.org/dd/articles/2010/01/08/02whiteboards.h03.html
6. “How chalk is made – material, making, used, processing, procedure, product, industry”. http://www.madehow.com. Retrieved 31 March 2018.
7. Corazza, M., Zauli, S., Pagnoni, A. and Virgili, A., 2012. Allergic contact dermatitis caused by metals in blackboard chalk: a case report. Acta dermato-venereologica, 92(4), pp.436–437.