Interactive Whiteboard Research Articles

Conceptual Change in Life Sciences Learning: The Impact of Teaching Tools on Knowledge Representation

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.

Digital Competencies in Ukrainian Education of the Future: Teaching and Assessment

The acquirement of digital competencies in the times of global digitalisation of society is an urgent task for the educational system. Being a part of the globalised world Ukraine needs to further improve the learning process based on digital technologies. The aim of the study was to determine the state of digital competencies in Ukrainian education by analysing the learning and assessing the skills of students. Quantitative and qualitative analysis were used in this paper. 120 students from different educational institutions of Ukraine were involved in the study, representing different professional fields. The students were selected based on pre-developed criteria: a student of a higher education institution, a combination of participants from different specialities and different educational levels, and experience in using digital technologies. A random sample was used in the study. Subsequently, it was stratified based on education levels and age groups in order to ensure proportional representation. The results indicated a high level of awareness of the importance of developing digital competencies for professional growth among modern students. The results showed that modern digitalisation processes have become a factor in the introduction and development of innovative teaching methods. For this reason, it is important to introduce methods of individualised learning using adaptive technologies, the use of virtual and augmented reality to improve learning. Such tools as a PC, laptop, smartphone, interactive whiteboards that have become commonplace for Ukrainian students. The conclusions noted that more than half of the respondents stated that their educational institutions created necessary conditions for digital competencies development. Forty-two percent considered that such conditions were not sufficient, which may be due to insufficient funding, lack of developed technical infrastructure. The implications influence the development of curricula in Ukrainian education, prompting the integration of digital competencies as a core component.

Digital Whiteboards as a Form of Effective Communication in Blended Learning environment

The present study offers a constructivism-informed answer to the question what to do in post-Covid environment when school-goers share an almost universal assumption that studying does not necessarily mean being at school. To pursue this goal, the survey method is used in exploring students’ changed perceptions of learning. These perceptions arguably stem from the past 2 years of lockdowns when blended learning became the only form of reaching both on-ground and online students attending the same classes. The focus is on a technology specifically designed to improve computer-mediated communication and enhance its role in student motivation and the evaluation of both the quality of educational results and the process of their achievement in blended learning environment. The survey, conducted with high school students, gives grounds to optimize electronic courses and encourages a re-conceptualization of the application of blended learning during on-ground classes in the light of students’ perceptions for streamlining the educational process in terms of both time and resources.

Teaching Optimization of Thermal and Fluid Machinery in the Post-Pandemic Era

Abstract Higher education has been crucially impacted by the pandemic during the past years. Despite the associated challenges, a wide portfolio of digital literacies has been developed for the delegates. This work evaluates the introduction of digital tools into in-person education. The “Process Optimization” course at Mälardalen University (MDU) is reformed to operate in a digitally enhanced classroom mode. The course covers a variety of optimization methods applied on thermal and fluid machinery such as systems of compressors, pumps and heat exchangers, heat and power plants, aircraft trajectories, and propulsion systems. The constructive alignment is presented to illustrate links between learning objectives, learning activities, and assessment tasks. A series of digital tools is introduced to elevate learning experience prior, during, and after class time. Those comprise digital quizzes, a video channel, polls, a digital whiteboard, and a digital forum. The course is systematically instrumented, yielding a vast set of statistics for evaluating the effectiveness of digital tools as well as engagement levels for learners. The contribution of digitalization into standardizing the formative and summative assessment is discussed. It is observed that digital tools complement the participation into pre- and postclassroom activities. An interactive and digitalized course evaluation activity is also designed. This allowed learners and educators to productively exchange feedback in an inclusive manner. The accrued data provide insight into the impact of digitalization on the delivery of an applied engineering course. Lessons learnt comprise quantitative and qualitative outcomes arising from the perspectives of both learners and teachers. Guidelines and recommended practices are provided for the penetration of digital tools into synchronous and asynchronous learning activities. This paper identifies opportunities as well as space for improvement arising from the penetration of digital tools into the new era for education.

Innovative Educational Technologies: European Experience and its Implementation in the Training of Specialists in the Context of War and Global Challenges of the 21st Century

The objective of this article is to dissect the European encounter with pioneering educational technologies in the face of the 21st century's global challenges. The methodologies employed encompass theoretical content analysis and empirical survey techniques. The outcomes underscore the core of the innovation concept in education, along with the theoretical underpinnings guiding the integration of innovations within European pedagogical frameworks. Drawing from empirical measurements, several assertions are substantiated. Notably, the significance of the learning environment emerges, alongside educators' general inclination toward embracing innovative educational approaches in contrast to traditional teaching methods. Worth highlighting is the European Union's provision of specialized programs aimed at honing proficiency in working with groundbreaking technologies via internships. In Germany, the "Promotion an Hochschulen in Deutschland" initiative is exclusively tailored to train research and instructional personnel for the country's higher education establishments. France's Sorbonne University offers dedicated courses to augment digital prowess. Correspondingly, in England, the Centre of Excellence for Teaching and Learning is dedicated to fostering the professional advancement of aspiring educators, guaranteeing their possession of pertinent proficiencies. These mobile internships for European educators have evolved into a standard practice for nurturing digital literacy. Participation in such endeavors is characteristic of contemporary European educational hubs, further propelling educators' preparedness and growth within the digital epoch. The conclusions underscore the assorted array of innovations employed by instructors, encompassing platforms, interactive whiteboards, mobile applications, and cloud services.

Organization of Distance Learning in Google Meet in Modern Conditions

The aim of the article is to analyze the key aspects of distance learning organization on the Google Meet platform through the prism of modern digital educational trends and globalization challenges. The study is based on pedagogical knowledge theoretical methods (analysis and synthesis), dialectical and systematic method, as well as on the SWOT-analysis opportunities. In results it is underscored several key strengths, including user-friendly features, robust security measures backed by Google Corporation, an accessible interface, and valuable functionalities such as the digital whiteboard application that empowers educators to illustrate educational content and live subtitles that enhance inclusivity. However, it is worth noting that Google Meet's compatibility issues with certain devices pose potential challenges in educational settings. Addressing these limitations presents an opportunity to ensure the continued effectiveness of Google Meet as the primary digital conduit for distance learning. The scientific novelty of the study reveals that the platform offers distinct advantages and notable drawbacks, all of which merit careful consideration when planning educational activities. For example, vulnerabilities are the difficulties in launching on certain mobile devices, the limitation of the free version. The conclusions summarize the results of the research and note that the important advantages of the service are the support of the Google Corporation, the accessibility of the interface and the convenience of using digital tools. It is proposed to further develop the integration of the service with the company's products.

Cloud technologies for the development of digital communication competence

The article presents the cloud technologies, especially open-source, necessary and important for the training and development of digital communication skills in pupils and students. The ways in which these technologies can be exploited for the effective development of the mentioned competence are explained. The formulated recommendations are addressed to both educational institutions and teaching staff and the main beneficiaries: pupils and students. One of the main results is the correspondence diagram between the descriptors of digital communication competence (interaction and communication, content sharing, involvement in social life, collaboration, netiquette, digital identity management, communication and collaboration security) and cloud technologies (e-mail, video conferencing, educational platforms, forums, online interactive whiteboards, express assessment applications, speech development platforms, blogs, websites, concept maps, document editing applications) that support the development of these descriptors.

The Use of Virtual Whiteboards in the Process of Teaching Biological Disciplines

The article deals with one of the urgent problems of our time – the possibility of implementing the educational process remotely. In order to present modern approaches to the organization and conduct of the educational process using information and communication technologies between the teacher and the student in the educational process, a list of available virtual whiteboards was presented, an analysis of their advantages and disadvantages was carried out. The article focuses on the ways of adaptive use of virtual whiteboards in the process of teaching biological disciplines. The authors draw attention to the possibility of using the Padlet virtual whiteboard when conducting biological disciplines based on a trilingual education system. The article provides practical recommendations for creating an online Padlet board, for using the ZOOM platform features as a whiteboard. The authors point out that the Padlet virtual whiteboard has a number of advantages and can be effectively used both during science lessons and after school hours. The authors note that virtual whiteboards should not be used as a place to demonstrate educational materials, but as a joint space that allows creating a common educational product with students attending classes remotely, increasing their participation in the educational process. Considering that the use of an interactive online whiteboard is an integral part of the modern educational process, the authors conclude that the Padlet virtual whiteboard is a technologically ideal option.

The seewo interactive whiteboard (IWB) for ESL teaching: How useful it is?

The perceived usefulness (PU) of a technology is critical for its final adoption; however, what makes an interactive whiteboard (IWB) perceived useful remains unclear. This study aims to investigate how pre-service teachers perceive the usefulness of Seewo interactive whiteboards for ESL (English-as-a-second-language) instruction. We recruited 80 pre-service ESL teachers, divided them into 16 groups, provided five weeks of training, and conducted focus group interviews to gather qualitative feedback. The data were analyzed using grounded theory techniques with the aid of the software Nvivo. Three research questions were addressed: how pre-service ESL teachers perceive the usefulness of Seewo IWB in terms of its functions that enhance the learning process (PU-process), how they perceive the usefulness of Seewo IWB in terms of its functions that improve learning outcomes (PU-outcome), and how they perceive the non-usefulness of Seewo IWB. The findings shed light on the determinants of the perceived usefulness (PU) concept, which is crucial for fostering a higher intention to accept technology.

The Use of E-Learning Tools for Teaching English in High School

The study was devoted to the analysis of impact of using e-learning tools for teaching English in high school. The special attention was paid towards the implementation of e-learning at the Ukrainian institutions of secondary education. The purpose was to explain the peculiarities of using e-learning tools for teaching English in high school and to evaluate their efficiency in different classroom conditions. The study had to solve the following tasks: (1) explain the usage of e-learning tools in Ukrainian high school and to evaluate their efficiency; (2) assess the level of foreign language competence among high school pupils; (3) describe learners’ perceptions towards using e-learning tools; (4) outline the key challenges when e-learning tools are integrated into the curriculum. Both quantitative and qualitative approaches were applied to answer the research questions. The purposive sample involved 78 high school pupils representing one institution of secondary education of universal profile where English is an obligatory subject and is taught 3 hours per week. The findings showed that a number of e-learning tools are used in the process of teaching English, particularly Learning Management Systems, virtual classrooms, interactive whiteboards, games and simulations, online libraries, communication tools, language learning application. It was found that Zoom, Moodle, Google classroom, SMART board, Kahoot!, and Quizlet are the most preferrable by pupils when they study English. According to the respondents, pupils appreciate the possibility to access course materials at any time, using interactive elements, improved assessment activities, better engagement, increased motivation, enhancement of learning experience. But the survey showed that Ukrainian high school pupils face technical issues, time management problems, home distractions, limited interaction, lack of motivation and unclear assessment procedures. The findings will be useful for learners, educators, parents, school administrators, curriculum developers, and technology providers to make the appropriate improvements within the educational process.

Stakeholder-Driven Intervention Development for Dialysis Trials Using a Design Sprint Methodology

Stigma contributes to ineffective treatment for pain among individuals with kidney failure on dialysis, particularly with buprenorphine pain treatment. To address stigma, we adapted a Design Sprint, an industry-developed structured exercise where an interdisciplinary group works over 5 days to clarify the problem, identify and choose a solution, and build and test a prototype. Adapted Design Sprint which clarified the problem to be solved, proposed solutions, and created a blueprint for the selected solution. Five individuals with pain and kidney disease receiving dialysis, 5 physicians (nephrology, palliative care, and addiction medicine) and 4 large dialysis organization leaders recruited for specific expertise or experience. Conducted through online platform (Zoom) and virtual white board (Miro board). Descriptions of the Design Sprint adaptations and processes. To facilitate patient comfort, a patient-only phase included four 90-minute sessions over 2-weeks, during which patient participants used a mapping process to define the critical problem and sketch out solutions. In a physician-only phase, consisting of two 120-minute sessions, participants accomplished the same tasks. Duringa combined phase of two 120-minute sessions, patients, physicians, and large dialysis organization representatives vetted and developed solutions from earlier phases, leading to an intervention blueprint. Videoconferencing technology allowed for geographically diverse representation and facilitated participation from patients experiencing medical illness. The electronic whiteboard permitted interactive written contributions and voting on priorities instead of only verbal discussion, which may privilege physician participants. A skilled qualitative researcher facilitated the sessions. Challenges included the time commitment of the sessions, absences owing to illness or emergencies, and technical difficulties. An adapted Design Sprint is a novel method of efficiently and rapidly incorporating multiple stakeholders to develop solutions for clinical challenges in kidney disease. Stigma contributes to ineffective treatment for pain among individuals with kidney failure on dialysis, particularly when using buprenorphine, an opioid pain medicine with a lower risk of sedation used to treat addiction. To develop a stigma intervention, we adapted a Design Sprint, an industry-developed structured exercise where an interdisciplinary group works over 5 days to clarify the problem, identify and choose a solution, and build and test a prototype. We conducted 3 sprints with (1) patients alone, (2) physicians alone, and (3) combined patients, physicians, and dialysis organization representatives. This paper describes the adaptations and products of sprints as a method for gathering diverse stakeholder voices to create an intervention blueprint efficiently and rapidly.

Peculiarities of using electronic learning tools in preschool educational organizations

Peculiarities of using electronic learning tools in preschool educational organizations

Using an interactive whiteboard in the educational process in a modern college

Using an interactive whiteboard in the educational process in a modern college

Technology integration in geometry teaching and learning

Technology advancement provides an opportunity for helping both teachers and students to solve and improve mathematics teaching and learning performances. This systematic review aims to add to the discussion through a comprehensive overview of the integration of digital technologies into the teaching and learning of geometry at the secondary school level. A systematic literature review was conducted following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, with a focus on publication trends, types of technologies used, types of contributions, learning domains and research methods. Twenty-nine articles published between 2010 and 2022 were searched from the ERIC database. The findings showed that the majority of the articles were published in 2015 and the technologies that were used were GeoGebra, augmented reality, computer animation package, video-based cooperative, graphing calculator, micromedia flash, Powtoon animation, learning management system, interactive whiteboard, digital simulations-applets, iPads and tablet. Most of the reviewed articles focused on the effectiveness of the technologies in geometry teaching and learning. The findings indicated that the majority of the reviewed articles used quantitative research methods followed by qualitative methods studies. It is suggested that other studies be conducted with other databases and focus on challenges of integrating technology into the teaching and learning of geometry.

Evaluation of Students’ Experience on Usage of Interactive Whiteboard for Verbal Presentation in An English Language Classroom

The purpose of this study is to develop and evaluate a module using Interactive White Board (IWB) as an interactive presentation tool in a Foundation classroom. The English 1 Foundation module conducted at a private institution of higher education, in the Klang Valley was selected for this study. A development research method based on ADDIE’s model was [selected] the methodology adopted. This development research process is divided into three phases namely i) analysis, ii) design and development, and iii) implementation and evaluation. This study focuses on the data collected for the third phase, which is the implementation and evaluation phase. Data were collected from surveys done by the students from two groups: the dependent group (presentation with PowerPoint) and the independent group (presentation with Interactive WhiteBoard). The data gathered were analyzed using Exploratory Factor Analysis to identify the students’ perceptions about using Interactive WhiteBoard, as a presentation tool. Five factors were extracted based on Eigen value greater than 1. The findings indicated that generally, students’ perceptions about IWB as a presentation tool, were positive. Overall, it is suggested that for English 1 oral presentations, the use of Interactive WhiteBoard could enhance interactive presentations and 21st century learning skills among students.

The Use of Digital Whiteboard in Online Learning

The traditional teaching technique of Business Mathematics mostly involves an extensive step-by-step explanation for solving any given problem. But during online classes, the main limitation is students may only listen to the lengthy explanation alone, without having chance to physically view the detailed steps. This may cause students to be less attentive, easily become bored, and subsequently lessen their interest in the subject. Due to this, some students decide not to attend the online classes for this subject or they possibly may leave in the middle of the lessons. To comply with this matter, a Digital Whiteboard has been integrated into the synchronized learning sessions. The use of Interactive Whiteboards has been widely regarded as one of the most ground-breaking teaching applications for a wide range of educational levels. It provides more effective learning where the students may view all the calculation steps on the whiteboard, as they are in the class, only it is done virtually. It also gives more chances of engagement between students and teachers. Microsoft Whiteboard is a popular application among educators that may be used as an exceptionally adaptable interactive whiteboard. The purpose of this research is to investigate students' perceptions of the usage of the Microsoft Whiteboard in the teaching and learning process. 72 students of UiTM Terengganu, from the Diploma of Muamalat (Part 2), taking Business Mathematics subject, were selected as the research sample. A 22-item online survey was used as the quantitative technique for data collection. Descriptive analysis was carried out to gauge the student’s perception of the application of Microsoft Whiteboard. The findings showed positive results on students’ perception, participation, and emotion, indicating high acceptance towards the application of Microsoft Whiteboard among students. Majority of students agreed that the usage of Microsoft Whiteboard has aided them to comprehend the materials conveyed during online in a better way. The use of a digital whiteboard can attract and supports students’ participation, thus may improve their understanding while learning. Thus, the use of the Microsoft Whiteboard application as one of the online pedagogies for the educators is highly encouraged.

Using an interactive whiteboard to improve second year preparatory stage students' English-speaking skills

Using an interactive whiteboard to improve second year preparatory stage students' English-speaking skills

EXPLORING PRE-SERVICE TEACHERS EXPERIENCES TOWARDS SYNCHRONOUS ONLINE LEARNING AMIDST THE COVID-19 PANDEMIC

As a result of the COVID-19 pandemic, learning systems all around the world have shifted from traditional classrooms to online learning. Synchronous learning was developed to promote online learning interactions via audio, video, text chat, interactive whiteboards, and app-sharing audio, video, and text chat. This study focused on how the English Language Education Department (ELED) pre-service teachers experience participating in synchronous online learning during the covid-19 pandemic. The participants involved in this research were six ELED pre-service teachers. This research was conducted at English Language Education Department at one Islamic Private University in Yogyakarta. As a research design, the researcher used descriptive qualitative. The information was obtained through an interview. The result showed that pre-service teachers participated in synchronous online learning activities such as listening to lectures, doing a group discussion, doing a presentation, and completing evaluations. There were also various tools that made learning easier for pre-service teachers, such as sharing screen, recording, camera, and microphone. Regarding the perceptions of the ELED pre-service teachers, this study revealed some positive impacts and negative impacts of synchronous learning as perceived by the pre-service teachers. The positive impacts were flexibility in learning, a variety of ways of learning, live interaction, and more autonomous learning. Otherwise, the negative impact of synchronous learning was missed learning activity, lack of interaction, undelivered messages, and feeling isolated.

The Spanish experience of future classrooms as a possibility of smart learning environments

Developing advanced technologies and their integration into educational spaces generates new training opportunities. Examples of these are Future Classrooms (FC) and Smart Learning Environments (SLE), two concepts linked to educational innovation through technology but also have their differences. This paper aims to identify the similarities and differences between FC developed in the Spanish formal educational context concerning the theory of SLE. This study follows an exploratory research methodology using an ad hoc questionnaire applied transversally to a representative sample of teachers involved in the SLE (N = 66). SPSS V. 28 software was used. In relation to the results, some statistics (mean, standard deviation, kurtosis and skewness) were used to analyse the developed FC practices and professional satisfaction. In conclusion, the FC are at an initial stage of development in Spain, and although they could represent an approximation to what would be the practical basis of SLE, there are still several aspects to be developed, especially in relation to the technologies used and the dimension of attention to diversity. In relation to SLE technologies, they are related to the automation of certain processes and include artificial intelligence, learning analytics and sensors, among others. On the other hand, these technologies are not widely used in the FC, and the use of other more conventional technological resources, such as interactive whiteboards, online collaborative environments, LMS platforms, etc. In terms of attention to diversity, despite the existence of initiatives to personalise the learning experience in FC, assistive technologies are not considered, nor is automatic personalisation through certain SLE technologies.

Research on the Turning of Graphic Design Information Communication from Static Presentation to Interactive

Aiming at the problem that the static presentation of graphic design information cannot meet the needs of current designers, a curve fitting algorithm based on inflection point detection is proposed. Combine it with the electronic whiteboard system to build an interactive whiteboard system for railway graphic design, and realize the transformation of graphic design information from static to dynamic in this way. The performance comparison experiment of the curve fitting algorithm proposed in the research shows that the accuracy rate of the algorithm is 88.2%, which is higher than that of similar comparison algorithms. The results show that the proposed curve fitting algorithm has better fitting performance. In the empirical analysis of the interactive electronic whiteboard system of railway plane information, it is found that the happy and excited emotional scores of users using the system are increased by 1.8 and 1.3 points respectively. In addition, the Timeliness and Convenience index scores of the transformed graphic design information transmission mode have increased by 1.7 and 1.3 points respectively. The result shows that the transformation of graphic design information transmission mode into dynamic interactive mode through the curve fitting algorithm can effectively improve its user experience, thus improving the designer's graphic design efficiency.