The main purpose of the current study was to develop and validate a scale of perceived attributes of the interactive whiteboard (IW) for the mathematics class. Rogers' Diffusion of Innovations Theory ...served as the theoretical framework. Two groups of participants in Turkey were employed in this study. The first group consisted of 350 middle school students (177 female, 173 male). The second group consisted of 557 high school students (288 female, 269 male). The results of confirmatory factor analysis supported construct validity. However, not enough evidence was available to support its convergent and discriminant validity. The results of multigroup analysis supported measurement invariance across two schools-one middle school and one high school. The perceptions of students toward IW were generally positive. We believe that the scale developed for this study can be used in schools in which IW has been implemented and may contribute to educational technology reform efforts by providing metrics for the degree of success in implementing IW specifically and possibly other forms of instructional technology.
The study reported in this article investigated the influence of a research-informed, school-based, professional development workshop programme on the quality of classroom dialogue using the ...interactive whiteboard (IWB). The programme aimed to develop a dialogic approach to teaching and learning mediated through more interactive uses of the IWB, through a model of active participation of students, collaborative knowledge-building, learning through inquiry and evaluating ideas. Ten professional development workshops based on video-stimulated discussions of practices were co-developed and conducted with an 'ambassador' within each of five school clusters. In total, 80 teachers from 15 schools, ranging from infant to secondary schools, participated. Data were collected through surveys, semi-structured interviews with teachers and ambassadors, teachers' posters created during workshop activities, lesson observations and a portfolio of dialogic classroom practices, mediated by the IWB. Findings strongly support the potential of this ambassador-led workshop model to involve teachers in developing their understandings of classroom dialogue and devising new approaches to support it. The research additionally confirms the potential of the IWB as a tool to support dialogic teaching.
When teachers go to the classroom, all the materials needed to conduct the lesson are taken with a piece of chalk, pen, pencil and notebooks, the notes are wasted without any modern technology and it ...is very difficult for a large number of students in the class to have too much contact. On average, we spend about 1,200 hours on Iraqi Kurdistan Airbnb students, with the help of interactive whiteboards, projectors, and writing boards, so that students can easily manage a lot of exercises that are easy to understand, with easy-to-understand tutorials, photos, and videos. Let's do it. These technologies will help teachers in the most effective manner to solve the most challenging solve the doubts not waste time. Then, these methods will help the teachers to change the classroom approach and make the students easily understand the lessons
The use of Information and Communication Technology (ICT) in education is expanding with the development of related studies worldwide. The use of the Interactive Whiteboard (IWB) technology is one of ...the most widely used ICT technology equipment in the classroom. In this article I will discuss the advantages of using IWB in the classroom of early childhood education institutions or preschools which include active participation of children in learning, developing learning habits, improving achievement in learning and helping to improve children's literacy skills.
We present and analyze video data of upper secondary school students’ engagement with a computer-supported collaborative learning environment that enables them to explore astronomical phenomena ...(Keplerian motion). The students’ activities have an immersive and exploratory character, as students engage in open-ended inquiry and interact physically with the virtual environment displayed on an interactive whiteboard. The interplay of students’ playful exploration through physical engagement with the simulation environment, their attention to physics concepts and laws, and knowledge about the real planets orbiting the Sun presents an analytical challenge for the researcher and instructor encountering such complex learning environments. We argue that the framework of conceptual blending is particularly apt for dealing with the learning environment at hand, because it allows us to take into account the many diverse mental inputs that seem to shape the student activities described in the paper. We show how conceptual blending can be brought together with theoretical ideas concerned with embodied cognition and epistemology of physics, in order to provide researchers and instructors with a powerful lens for looking critically at immersive technology-supported learning environments.
In recent decades, the interactive whiteboard (IWB) has become a relatively common educational tool in Western schools. The IWB is essentially a large touch screen, that enables the user to interact ...with digital content in ways that are not possible with an ordinary computer-projector-canvas setup. However, the unique possibilities of IWBs are rarely leveraged to enhance teaching and learning beyond the primary school level. This is particularly noticeable in high school physics. We describe how a high school physics teacher learned to use an IWB in a new way, how she planned and implemented a lesson on the topic of orbital motion of planets, and what tensions arose in the process. We used an ethnographic approach to account for the teacher’s and involved students’ perspectives throughout the process of teacher preparation, lesson planning, and the implementation of the lesson. To interpret the data, we used the conceptual framework of activity theory. We found that an entrenched culture of traditional white/blackboard use in physics instruction interferes with more technologically innovative and more student-centered instructional approaches that leverage the IWB’s unique instructional potential. Furthermore, we found that the teacher’s confidence in the mastery of the IWB plays a crucial role in the teacher’s willingness to transfer agency within the lesson to the students.
The wide use of interactive whiteboard in the classroom has been a significant source of motivation in teaching and learning process, and consequently leads to better achievement. Likewise, ...interactive whiteboard has enormously contributed to geometry teaching in that it has created a relaxing learning environment for learners where learners can study geometry in a stress-free atmosphere. This paper aims to investigate the facilitating role of interactive whiteboard in geometry teaching. Furthermore, the study explores how interactive whiteboard motivates learners to achieve better in geometry.
This paper explores how the interactive whiteboard (IWB) might be harnessed to support student learning through classroom dialogue. This powerful and increasingly prevalent technology opens up ...opportunities for learners to generate, modify, and evaluate new ideas, through multimodal interaction along with talk. Its use can thereby support rich new forms of dialogue that highlight differences between perspectives, and make ideas and reasoning processes more explicit. The emerging account builds upon Bahktin's conception of dialogue and Wegerif's notion of technology ‘opening up a dialogic space for reflection’, but foregrounds the role of mediating artefacts. Classroom dialogue in the context of IWB use is construed as being facilitated by teachers and learners constructing digitally represented knowledge artefacts together. These visible, dynamic, and constantly evolving resources constitute interim records of activity and act as supportive devices for learners' emerging thinking, rather than finished products of dialogue.
This primarily theoretical account is illustrated with examples from case studies of UK classroom practice. Analysing lessons in sequence has illuminated how teachers can exploit the IWB through cumulative interaction with a succession of linked digital resources, and through archiving and revisiting earlier artefacts. The tool thereby helps to support the progression of dialogue over time, across settings and even across learner groups. In sum, the article reframes the notion of dialogue for this new context in which students are actively creating and directly manipulating digital artefacts, and offers some practical examples.
The purpose of this descriptive-correlational study was to assess the level of innovativeness of Oklahoma secondary agricultural education teachers regarding their use of the interactive whiteboard ...(IWB). The study also sought to determine if relationships existed between teachers’ IWB innovativeness scores and selected personal and professional characteristics. The findings of this study revealed that as a teacher’s age and years of teaching experience increased, his or her perceived level of innovativeness regarding use of interactive whiteboards (IWBs) decreased. Therefore, younger and less experienced teachers were further advanced in Rogers’s (2003) innovation-decision process. In addition, this study found that a majority of the agriculture teachers were in the implementation and confirmation stages of the innovation-decision process. Implications and recommendations point to creating professional development experiences for teachers in the knowledge and persuasion stages of the innovation-decision process to learn about effective use of IWBs, to acquire procedural or “how-to” knowledge of the IWB, and to have opportunities to practice using it. Additional research should examine how the use of IWBs affects student learning and achievement in school-based agricultural education.
The findings of the research literature about the necessity and contribution of Interactive Whiteboards (IWB) are not unequivocal and are sometimes contradictory. The study aimed to examine the ...interactive attributes in lessons with an IWB and the students' attitudes. Methodical structured observations of 26 science lessons were conducted in elementary schools in Israel. The results showed that the teachers frequently used the diverse IWB tools, but most of the learning took place in frontal, whole class learning. Most of the interaction was under the teacher's control and the dialogic interaction was limited. The attitudes of 62 pupils showed that despite already studying with an IWB for five years, their enthusiasm did not wane. They even claimed, in contrast to the observation findings, that the IWB contributed to active learning and interaction in the class. The research findings raise fundamental questions regarding the place of the IWB in promoting interaction in the class and on the necessity to promote the teacher's pedagogic concept in order to increase class interaction.
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