The interactive whiteboard is an innovative technological tool that is becoming increasingly popular in educational settings. Using two different methods of instruction—traditional and ...interactive—this study aims to investigate the effects of the interactive whiteboard on classroom interaction, student achievement, and student attitudes. Drawing on a quasi-experimental research design, this study divided fifth-grade students from a primary school into experimental (
n
= 32) and control (
n
= 34) groups. The findings indicate that the achievement of the experimental group in the post-test is higher than in the pretest after students learned with the interactive method of instruction. In addition, the difference between the attitudes of the two groups is statistically significant. The interactive method of instruction can improve classroom interaction compared with the traditional method. Finally, the relationship between interaction and student achievement and attitudes is positive, especially for the student–student and student–tool interactions.
The aim of this study is to understand an elementary teachers’ experiences about using interactive whiteboard (IWB) in the classroom. Narrative inquiry were adopted to conduct the study. The data ...were collected through semi-structured interviews with the teacher and analysed through narrative analysis. In the study, two major stories emerged. The first story was about the characteristics and difficulties of being an innovative and transformative teacher. In the second story, the use of technology in the classroom were cited. Second story consisted of such sub-stories as changing student profiles, teaching-learning process, measurement and evaluation process, infrastructural adequacy, stakeholder interaction, facilitator role of the technology and challenges of using IWB in the classroom. In all these stories, the examples and advantages of effective use of IWB in the classroom were explained. We can have the following suggestions from the words of the classroom teacher who has been using various technological tools in his classroom for about 40 years, including 10-year IWB use: Teachers should be open-minded for innovation in the sense of professional development, consider the interests of students, reduce the prejudice about the use of technology, utilize the processes that increase and facilitate the learning.
This study aimed to explore preschool teachers’ actions in order to support children’s learning processes in a context where an interactive whiteboard (IWB) is used. Five preschool teachers and 22 ...children aged 4–6 were video observed in 2017 and early spring 2018 over a period of 5 months. The findings of the study revealed 21 scaffolding actions which preschool teachers used including: Concretizing, Questioning, Instructing, Providing space, Affirming, Providing feedback, Inviting, Watching, Laughing together, Approaching, Standing/sitting beside, Simplifying, Filling in the blanks, Confirming, Participating, Challenging perception, Challenging thought, Explaining facts, Displaying, Explaining solutions, and Referring back. By characterizing teachers’ actions in relation to different scaffolding functions, the relationship between action and scaffolding function was particularly clarified. Six of the functions, including recruitment, direction maintenance, marking critical features, reduction in degrees of freedom, frustration control and demonstration were aligned with Wood et al.’s (Child Psychol Psychiatry 17:88–100, 1976) theoretical framework. By identifying two additional functions, i.e., mutual enjoyment and participation in the activity, more importantly the study contributed to the development of Wood et al.’s (Child Psychol Psychiatry 17:88–100, 1976) theoretical framework. It can be said that the findings of the study expanded and deepened our understanding regarding scaffolding processes and the ways they can be implemented in teaching practices.
The technologies in classroom are value added in learning. However, the introduction of new technologies in classrooms is not enough to educate in the stage of preschool, but it’s necessary start ...with the pedagogical argument that justifies their didactic implementation in the context where they learn, unlearn, relearn the preschool children. This project which has been done in CEIP Maruja Mallo, and we present in this article that the teachers believe in the methodological change, and the paradigm should start in the early ages, where the use of active methodologies becomes visible. The purpose of this research, it is good use of different technological resources in preschool children, for example Interactive whiteboard and tablet. This purpose will help improve general and basic competences (Mathematics, Language …) also in the use of transversal competences (Communication, social interaction, equal education, co-responsibility with others, affectivity ...) these will favor the integral development of their personality, and will enable them for lifelong learning throughout their lives.
El uso de las tecnologías en el aula suponen un valor añadido al proceso educativo. No obstante, el acto de enseñar y aprender en la etapa de Educación Infantil requiere no solo de la introducción de los recursos novedosos en las aulas educativas, sino que es fundamental comenzar todo el proceso a partir de una fundamentación pedagógica que justifique su implementación didáctica en el contexto donde aprenden, desaprenden y re-aprenden el alumnado de Educación Infantil. Este es el trabajo que se está llevando a cabo en el CEIP Maruja Mallo y que presentamos en este artículo, ya que el profesorado cree que el cambio metodológico y de paradigma debe iniciarse en edades tempranas, donde se haga visible el uso de metodologías activas. El propósito de esta experiencia recae en el buen uso de diferentes recursos tecnológicos, por parte del alumnado de Educación Infantil, como la pizarra digital y la tablet, que redunden no sólo en el logro de las competencias generales y básicas de las diferentes áreas de conocimiento (Matemáticas, Lengua, …) sino también en el empleo de aquellas competencias transversales (comunicación, interacción social, educación en igualdad de oportunidades, corresponsabilidad con los otros, afectividad, …) que van a favorecer el desarrollo integral de su personalidad, y les va a habilitar para un aprendizaje permanente a lo largo de su vida.
Some authors have already suggested that different learning tasks influence L2 learners motivation in distinct ways. In this article, we seek (a) to understand how English learners motivation varies ...along two Problem-solving and Sharing Personal Experiences tasks mediated by the Interactive Whiteboard (IWB) and (b) to analyze what may have caused the variability of these learners motivation. We consider the diachronic, situational and complex dimension of motivation based on the concepts of the Process-oriented model of L2 motivation by Dornyei and Otto (1998), the motivational basis of tasks (JULKUNEN, 2001; DORNYEI; TSENG, 2009) and the IWB as a motivating element in L2 classes (BEELAND JR., 2002; MERCER; HENNESSY; WARWICK, 2010). This cross-sectional mixed methods study was carried out in a private language school with 29 English learners. We used observation notes during the learning tasks and Situational Scales as instruments of data collection. Results indicate, for instance, that tasks have different situational motivation patterns in consequence of the choice of the task topic, the teacher support, (in)sufficient self-regulatory strategies to sustain motivation, among others. Adapted from the source document
This study aims to investigate the ways in which a particular digital technology, the Interactive Whiteboard (IWB), mediates preschool teachers’ teaching. The following more precise research ...questions were explored in this study: How do IWBs mediate teaching actions? What is privileged in IWB-mediated teaching actions? Over five months, five preschool teachers and 22 children aged 4-6 were video observed. By identifying aspects of IWB as a mediational means, the findings of the study have shed light on the relationship between mediational means and teachers’ mediated teaching actions and mapped what is privileged. This study highlights seven ways that using a particular digital technology, the IWB, informs teachers’ teaching practices. This study, furthermore, maps the possible consequences of using IWB in terms of opportunities and constraints in early education.
The purpose of this research is to examine the design and development process of instructional materials that can be used through interactive whiteboards (IWBs) in terms of three critical aspects – ...software selection, IWB features, and teaching methods and techniques. For this study in which 80 instructional designer candidates participated, a number of Interactive Whiteboard Materials (IWB-Ms) were designed for a variety of disciplines including mathematics, medicine, engineering, social studies, and music by groups of designers. At the end of five-week design process, participants were given a questionnaire consisted of openended questions regarding their IWB-M design. The qualitative data were examined in terms of software and tools that were utilized, supported IWB features, and instructional methods and techniques that would be employed along with the IWB-Ms’ use.
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