With the spread of new educational technology such as the interactive whiteboard (IWB) teachers, as potential users, need to adapt their teaching in order to successfully utilize it. Despite ...considerable efforts in motivating teachers to use new educational technology, there are mixed feelings about whether to accept and use this technology in the classroom or not. In this study we propose to extend the Unified Theory of Acceptance and Use of Technology (UTAUT) with a new moderator variable user type in order to investigate differences in the UTAUT determinants between pre- and post-adopters of IWBs. The results of the study showed significant differences in causal effect sizes between pre- and post-adopters for several paths of the proposed research model. When compared to post-adopters, we can see that for pre-adopters: 1) social influence has a bigger impact on behavioral intentions, 2) performance expectancy more strongly affects attitudes toward using IWBs, and 3) there is a difference in attitudes towards using IWB on users' potential use of IWBs. For post-adopters: 4) the facilitating conditions have a bigger impact on the actual use of IWBs, and 5) behavioral intention is a stronger predictor of the actual use of IWBs when compared with pre-adopters.
•The Unified Theory of Acceptance and Use of Technology (UTAUT) model was extended.•New moderator variables user types and teaching experiences were proposed.•The extended UTAUT model was validated in the case of interactive whiteboards.•Significant differences in determinants between pre- and post-adopters were shown.•The biggest difference was in the path between behavioral intentions and use.
Purpose of this research is to explain the factors affecting high school teachers' acceptance and use of interactive whiteboard within the scope of FATIH project according to the Unified theory of ...acceptance and use of technology (UTAUT, Venkatesh et al., 2003). The study was designed using causal research design in order to examine the cause-effect relationship between the variables. Sample of the study consists of 158 teachers, determined via criteria sampling, who have participated in the study voluntarily. Data has been collected using a 7 points Likert scale, developed for this study, which covers UTAUS's factors and variables featuring interactive whiteboard acceptance and use of the teachers. The collected data has been analyzed with simple and multiple linear regressions and structural equation model. The findings have shown that performance expectancy, effort expectancy and social influence had positive effects on behavioral intention; behavioral intention and facilitating conditions had positive effects on the usage time of interactive whiteboard.
•Effort expectancy has a positive effect on behavioral intention regarding of interactive whiteboards.•Social influence has a positive effect on regarding the use of interactive whiteboards.•Facilitating conditions have an effect on the use of interactive whiteboards.•Facilitating conditions affect the use of interactive whiteboards in advanced ages.•Behavioral intention has an effect on the use of interactive whiteboards.
This article explores the impact of tool-method combinations on conceptual changes, comparing the use of interactive whiteboards (TFM-IWBs) and traditional blackboards (TFM-TBBs). These combinations ...are integrated with traditional teaching methods (TFM) for educational purposes, focusing on natural science topics in Grade 9. The study analyzes specific changes in knowledge representation using qualitative approaches and a quasi-experimental design. The results show student knowledge structure variations depending on the tool-method combination used. The TFM-TBB combination primarily affects declarative knowledge, while TFM-IWB more significantly influences procedural and conditional knowledge. Hence, there is an impact of tool-method combinations on conceptual changes. This research recommends further investigating how different tool-method combinations affect learning outcomes across various subjects and educational levels.
Abstract This study aims to examine children’s actions in relation to the preschool teacher’s scaffolding action in a context where an interactive whiteboard (IWB) is used. Over five months, 22 ...children aged between 4 and 6 years old, along with their five preschool teachers, were video observed. The study of these teaching moments has provided a rich seam of evidence that details the ways children act in relation to their teacher’s scaffolding. The results show that children manifest 12 distinct actions including: Giving short responses, Approaching the IWB to engage in the teaching activities; Explaining, Experimenting; Smiling and laughing; Pointing and showing; Working together; Challenging each other; Solving a problem; Using language in meaningful contexts; Expressing emotions; and Comparing the similarities and differences. By mapping children’s actions in the scaffolding process, which are often undermined or ignored in the existing research, the findings of this study have expanded and deepened our understanding of the scaffolding process and the notion of scaffolding itself. The findings, further, exemplify how just providing support can contribute to early childhood education, since early interventions, such as the ways preschool teachers scaffold children’s actions, are particularly crucial for children’s learning and development.
This study investigates the integration of the interactive whiteboard (IWB) into Science teaching during the primary educational cycle and teachers’ perceptions about the use of the information and ...communication
technology (ICT) in the school subject Science. An online questionnaire
was distributed to Croatian schools in 2015/2016. A total of 104 teachers expressed their perceptions, 65 of them were from schools without an IWB, while the remaining 39 responded to our online questionnaire from schools with an implemented IWB. The results indicate
the higher usage of ICT in schools with an IWB compared to schools without an IWB. Teachers use IWBs and computers mostly once or twice per
week and DVDs once per week. Additional results pointed to the positive
teachers’ perceptions on technology in linking student motivation to outcome levels in science. The findings reveal the constant education focused on IWB integration, and internet and technical support as a starting point for an innovative practice in science. Future studies are
directed to the investigation of the use of technology in all schools in the Republic of Croatia.
U radu se prikazuju rezultati istraživanja o korištenju pametne ploče u nastavi Prirode i društva te stavova učitelja o uporabi informacijske i komunikacijske tehnologije (IKT) u podučavanju tih nastavnih sadržaja. Istraživanje je provedeno putem online upitnika koji je bio poslan u škole u Hrvatskoj tijekom školske godine 2015/2016. Ukupno 104 učitelja iskazalo je svoje stavove: 65 učitelja iz škola bez pametne ploče, a 39 iz škola u kojima koriste pametnu ploču. Rezultati ukazuju na češću uporabu IKT u školama s pametnom pločom u usporedbi sa školama bez nje. Učitelji pametnu ploču i računala najčešće koriste jednom do dva puta tjedno, a DVD jednom tjedno. Rezultati također pokazuju pozitivne stavove učitelja o uporabi tehnologije za povećanje motivacije učenika i
njihovih postignuća. Nalazi istraživanja ukazuju na kontinuiranu edukaciju usmjerenu na rad s pametnom pločom te tehničku podršku kao ključne za inovativnu nastavu. Buduća istraživanja trebala bi analizirati korištenje tehnologije u svim školama u Republici Hrvatskoj.
•There is a need for teaching strategies to develop students’ clinical judgment.•Interactive whiteboard technology facilitates clinical judgment skill development.•Educators are provided a framework ...to develop students’ clinical judgment skills.
New graduate registered nurses are entering clinical practice with deficient clinical judgment skills.
A convergent parallel mixed-methods design was used to describe and evaluate interactive whiteboard technology (IWB) as a method for development of students’ clinical judgment skills.
Dual application of IWB technology facilitated dynamic, interactive learning in the classroom and simulation laboratory and provided multiple opportunities for students to practice and hone critical thinking and clinical judgment skills.
The novelty of this study lies in the unique procedures and methods used in the implementation of IWB technology to develop students’ clinical judgment skills. The culmination of data indicates IWB technology promotes clinical judgment skills by providing a visual platform for the early identification of patterns and cues, facilitating team communication and collaborative decision-making. Future quantitative research is needed to examine the effects of IWB technology on clinical judgment to develop generalizable evidence for nursing education.
The article shows the possibility of using online testing with the help of a computer program in the selection of applicants for technical direction and digital tools for teaching students. It solves ...the following problems: to show the application of the computer program to determine professional aptitude of future applicants with the help of online testing on digital devices, as well as show the use of digital tools in the organization of work in the training of students. The methods and research tools were digital technologies (online board “Miro”; Edupuzzle – online service for creating visual material; Pear Deck – tool to involve students in the learning process by interactive; Mindomo – for creating mind maps; online testing with the “Wizard” tool; test questionnaire in Google form on the studied material on the “Interpersonal conflicts management” discipline; author’s questionnaire on using digital tools in the learning process of students). The article presents the author’s approach to recruit future students in different learning profiles, including technical, using a computer program written in the “JavaScript” programming language with the created testing interface and subsequent ability to process its results using digital devices such as phone, tablet, computer, etc.
Interactive whiteboard technology is a helpful tool for learning to write. However, collaborative writing among English language learners using this technology remains underexplored. This study ...considers the potential effects of collaborative writing supported by interactive whiteboard technology on students’ writing performance. A total of 120 students who learned English as a foreign language (EFL) participated in this study. Quantitative results revealed that interactive whiteboard technology integrated with collaborative writing instruction resulted in greater improvement in students’ writing performance, followed by traditional whiteboard–integrated collaborative writing and traditional collaborative writing instruction without whiteboard technology. Qualitative results further suggested that the patterns and timing of metacognitive activities varied across the three groups. Learners receiving interactive whiteboard–integrated collaborative writing instruction exhibited higher levels of metacognitive activities and were more engaged in coregulation. Implications for using interactive whiteboard–integrated collaborative writing to promote writing instruction are discussed.
Since its introduction, the Nintendo Wii remote has become one of the world's most sophisticated and common input devices. Combining its impressive capability with a low cost and high degree of ...accessibility make it an ideal platform for exploring a variety of interaction research concepts. The author describes the technology inside the Wii remote, existing interaction techniques, what's involved in creating custom applications, and several projects ranging from multiobject tracking to spatial augmented reality that challenge the way its developers meant it to be used.
PDF
