Abstract
In recent years the research literature has explored technological developments in varied areas that measure change. The current study focuses on the smart board, and its purpose is to examine its effect on the school system. The study was conducted via a questionnaire completed by 130 respondents (boys and girls) in the fifth and sixth grades of two elementary schools in Jerusalem—Efrata and Tali Gilo. Smart boards were introduced in these two schools in recent years.We hypothesized that smart boards improve teaching, based on the teaching measures developed by Nira Hativa of Tel Aviv University: order and organization, level of clarity, interest, and general level of satisfaction. The study’s significant finding is that the greatest improvement since the introduction of smart boards is in the variable of clarity, and a significant difference was found in the favor of sixth grade students. Additionally, a significant difference was found in the variable of interest, in favor of the girls. All four variables appear to be interrelated, and each contributes to the student’s success and to improving the student’s learning process.The research findings illuminate the contribution of technology to teaching, through a case study of smart boards, in the dimension of clarity, found by the study to be a significant criterion of good teaching. Examination of the various technological tools in light of their contribution to the research-proven dimensions of outstanding teaching might enhance the pedagogical contribution of technological developments to teaching.
Highlights
1.1 The “Tool Revolution Period”In the last thirty years, the Israeli Ministry of Education has announced 12 programs aimed at integrating information technologies in the schools
We found support for previous research findings in interviews conducted as well, for instance, with a teacher at the Efrata elementary school in Jerusalem, who stated that before smart boards schools used chalkboards and whiteboards
In order to examine the relationship between use of smart boards and student evaluations of the dimensions of outstanding teaching (Hativa, 2015), a test was held to check Pearson correlations between the variables
Summary
In the last thirty years, the Israeli Ministry of Education has announced 12 programs aimed at integrating information technologies in the schools. The Israeli Ministry of Education recognizes the significance of assimilating advanced teaching technologies and their utilization (Dror & Gershon, 2012). Studies that examined the use of technology in schools and its effectiveness found that use of technology is efficient for students (Anderson & Dexter, 2005). Use of assistive technologies that help convey the material visually is highly appreciated by students. They see these technologies as efficient pedagogical vehicles for conveying the study material through tools that create a great deal of interest in the lesson (Dror & Gershon, 2012)
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