Interactive Board Research Articles

Changing pedagogies in the digital era

There has been a paradigm shift in the manner and methods of teaching in the classroom- be it at the school or college level. There has been a sea change from traditional chalk and board method to smart and interactive boards and now even virtual classrooms. This has changed not only the class environment but also the teacher -taught relationship has changed its dimensions. Hence, in this backdrop it has become imperative for the teachers to innovate and change their teaching styles so that technology does not make them obsolete. The present paper is an attempt to highlight these changes and the challenges that teachers are facing in the digital era alongwith giving them suggestions to overcome these challenges.

Інтегративно-компаративний підхід у методичному забезпеченні вивчення термінолексики спеціальності

The article is devoted to the search of new approaches in the process of development of methodological support for learning of language subjects with terminological orientation by medical students. The actuality of the problem is determined by the dissonance between the amount of information in language subjects which should be worked out obligatorily and the time given for its learning. The goal of the article is to analyze the ways of practical application of integrated comparative approach in methodological support for learning of terminological vocabulary of the subject. The following methods were used in the research: the method of analysis of scientific resources, descriptive method, method of comparative analysis, method of studying of positive experience and theoretical generalization of the results. The investigation reviews the peculiarities of integrated comparative approach in the process of formation of scientific content of language subjects for medical specialties. We showed the ways of practical realization of some elements of the approach in the process of learning of professional terminological vocabulary. We outlined the possibilities of usage of interactive topical vocabularies and interactive board in the process of lesson planning, based on integrated comparative approach to learning of vocabulary. The practical realization of the elements of integrated comparative approach is seen in the usage of four-language interactive terminological topical vocabularies, interactive presentations with hyperlinks and interactive online resources at practical lessons in the Latin, Ukrainian and English languages. Integrated comparative learning facilitates the complexity of learning of terminological vocabulary of the subject, develops analytical abilities and most importantly, this process has spontaneous, natural character, not compulsory or forced. The habit to analyze and compare terminological vocabulary, acquired at these lessons, gives the desired results in form of similar automatic interpretation of terminological vocabulary at the lessons in specialty subjects, and this becomes especially relevant in the process of realization of educational concept of Lifelong Learning.

Understanding the Effectiveness of an Anti-Racist Educational Intervention

Two years ago, I created an interactive board game, Refugee Journeys, which allows players the opportunity to experience settlement and integration from the viewpoint of a randomly generated refugee identity. The game has been widely used, yet understanding its effectiveness has been challenging. In this article, I detail the methodological choices made during project development along with the challenges and opportunities afforded by seeking to understand the effectiveness of the Refugee Journeys board game. Deeper understanding of the factors influencing the effectiveness of educational interventions allows for the assurance that these initiatives are meaningful and result in positive change.

The Interactive Board – an Indispensable Device in Upper Secondary Education

In the face of dynamic social transformations and the lives of modern children and young people, the school should use modern educational technologies to a greater extent than ever before. One of the great opportunities to increase the attractiveness of the school for students is to use, for example, an interactive board that offers greater opportunities for interactive lessons. Children and young people are living in the world of multimedia, which have taught them to demand surprises and new ways of presenting information at an ever faster pace; therefore, they have different expectations from their teachers than previous generations. To use modern technologies in lessons, it is necessary to prepare and motivate teachers. The article presents the educational values of this type of teaching aid, and explores their use by teachers in upper secondary school.

CognitOS Board: A Wall-Sized Board to Support Presentations in Intelligent Environments

The proliferation of Internet of Things devices and services and their integration in everyday environments led to the emergence of intelligent offices, classrooms, conference, and meeting rooms that adhere to the paradigm of Ambient Intelligence. Usually, the type of activities performed in such environments (i.e., presentations and lectures) can be enhanced by the use of large Interactive Boards that—among others—allow access to digital content, promote collaboration, enhance the process of exchanging ideas, and increase the engagement of the audience. Additionally, the board contents are expected to be plenty, in terms of quantity, and diverse, in terms of type (e.g., textual data, pictorial data, multimedia, figures, and charts), which unavoidably makes their manipulation over a large display tiring and cumbersome, especially when the interaction lasts for a considerable amount of time (e.g., during a class hour). Acknowledging both the shortcomings and potentials of Interactive Boards in intelligent conference rooms, meeting rooms, and classrooms, this work introduces a sophisticated framework named CognitOS Board, which takes advantage of (i) the intelligent facilities offered by the environment and (ii) the amenities offered by wall-to-wall displays, in order to enhance presentation-related activities. In this article, we describe the design process of CognitOS Board, elaborate on the available functionality, and discuss the results of a user-based evaluation study.

Attitudes of Public Primary School Students in Jordan towards using Interactive Boards in Classroom: Empirical Study

The present study aimed to explore the attitudes of public primary school students in Jordan towards employing interactive boards in classroom. The researcher used a descriptive analytical approach. She selected a purposive sample that consisting from 20 female and male 6 th grade students. Those students were selected from two public primary schools in Amman, Jordan. Those two schools use interactive boards in classrooms. Face-to-face interviews were conducted with those students during the first semester of the academic year (2020/2021). Descriptive statistical methods (percentages and frequencies) were used. Several results were concluded. For instance, public primary school students in Jordan have positive attitudes towards employing interactive boards in classroom. Keywords : Attitudes, public primary school, Jordan, interactive boards, classroom. DOI: 10.7176/JEP/11-31-10 Publication date: November 30 th 2020

TRANSITION FROM BLACKBOARD TO INTERACTIVE WHITEBOARD: EXAMINING TEACHERS' INTERACTIVE WHITEBOARD ACCEPTANCE AND USE

FATİH Projesi ülkemizde teknoloji entegrasyonunun gerçekleştirilebilmesi için hayata geçirilen önemli bir reformdur. Literatüre bakıldığında, Türkiye’de etkileşimli tahta kullanımını açıklamaya yönelik yeterli çalışma olmadığı görülmektedir. Bu nedenle, ülkemizde öğretmenler açısından etkileşimli tahtanın eğitim öğretime entegrasyonunu etkileyen faktörlerin açıklanması gereklidir. Bu araştırmanın amacı, öğretmenlerin etkileşimli tahta kabul ve kullanımlarını açıklamak ve etkileşimli tahta kullanım becerilerine olan etkisini belirlemektir. Araştırma, değişkenler arasında neden-sonuç ilişkisi kurularak nedensel modelde desenlenmiştir. Araştırmanın çalışma grubunu İç Anadolu Bölgesinde yer alan ilkokul, ortaokul ve liselerde görev yapan 305 öğretmen oluşturmaktadır. Çalışma kapsamında geliştirilen Etkileşimli Tahta Geçiş Çerçevesi ve Etkileşimli Tahta Kabul ve Kullanım Ölçeği olmak üzere iki ölçek ile araştırmanın verileri toplanmıştır. Verilerin analizinde betimsel istatistikler, t testi, ANOVA, korelasyon ve regresyon analizleri kullanılmıştır. Araştırma sonucunda öğretmenlerin görüşleri eğitim durumuna göre farklılaşmazken; kolaylaştırıcı faktörler, işletim sistemi ve dosya yönetimi ve program değişkenleri alt ölçeklerinde erkek öğretmenler lehine anlamlı farklılıklar tespit edilmiştir. Etkileşimli tahta kabul ve kullanımı, etkileşimli tahta kullanım becerileri düzeyleri ile öğretmenlerin kıdemi arasında ise negatif yönlü küçük düzeyde ilişkiler bulunmuştur. Çoklu regresyon analizleri ise öğretmenlerin etkileşimli tahta benimseme ve kullanımlarının kullanım becerileri üzerinde etkisi olduğunu göstermiştir. Bu sonuçlara göre teknoloji entegrasyonunun sağlanmasında önemli bir nokta olan etkileşimli tahta kullanımına olan olumlu tutum ve inançların geliştirilmesi önemlidir. Teknoloji entegrasyonu yalnızca etkileşimli tahta veya tablet gibi teknolojilerle sınırlı olmadığından dolayı, öğretmenlerin yeni teknolojileri kullanımda öncü bireyler haline gelmesi teknolojilerin benimsenme ve adaptasyon sürecini kısaltacaktır.

ЗАСТОСУВАННЯ ВЕБ-КВЕСТ-ТЕХНОЛОГІЇ У ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ

The intensive development of educational technologies is presenting serious challenges to education in Ukraine, which requires to review educational content, forms, teaching methods and technologies for promoting pupils’ cognitive activities, increasing their motivation that enhance the development of professional and key life competencies, which enables to bring up a personality ready for independent creative professional activities. The main innovations in education are interactive technologies along with ICT, therefore there is an urgent need in training future primary school teachers in using those technologies, particularly in organizing educational web quest. The notion of quest, types of quests, quest technologies and the innovating teaching method such as web quest technology are analyzed in the article. The experience in using web quest technology in training future primary school teachers has been examined in Ukraine and other countries. In this work, the peculiarities of using web quest technology are considered and the necessity of using new approaches in training future primary school teachers is substantiated, the advantages of integrating modern internet technologies into educational process, the usage of web quests at lessons and during self-studying are described. The notion of web quest is clarified, its typology is given, as well as the possibilities of using this innovative technology in educational process in a higher educational institution is considered. In the article the practical usage of web quest on the platform Padlet is described, the peculiarities of organizing work based on web quest technology for a teacher and the requirements to a student’s level of training are given. Using web quest technology with the virtual interactive board Padlet in training future primary school teachers is quite an efficient way to develop theoretical and practical competencies of a specialist who will be able to plan their own professional activity and work in a team to achieve the set objectives.

ЗАСТОСУВАННЯ Е-СЕРЕДОВИЩА НА УРОКАХ МАТЕМАТИКИ В ПОЧАТКОВІЙ ШКОЛІ

Due to the reforms that are being carried out in Ukrainian system of education the content, techniques, means and forms of teaching pupils are being updated, which directs the national system of education towards open and flexible competency-based education. In the context of the world trend in development of education, the New Ukrainian School is aimed at educational process that develops pupils’ ability to act using their experience in problem situations as opposed to just accumulating knowledge defined by the standards. One of the most significant subjects, which is learnt by pupils in grade 1, is mathematics, since mathematics is a fundamental science that combines abstract and general knowledge, it is used in all fields of knowledge, and it is a unique means of developing intellectual potential of a personality and their logical thinking. Therefore, it is important to create the proper pedagogical conditions for learning mathematics, which will increase primary school children’s interest to learning and provide development of their abilities during the educational process. One of the main innovations in the field of education is interactive teaching technologies combined with ICT. Due to the challenges posed to humanity by the Covid-19 epidemic, it is now necessary to introduce distance learning, which is possible through the creation of an e-environment in primary school. It is a powerful tool for conducting math lessons and improving the quality of education of primary school pupils. The notions of mathematics lesson in grade 1 in the NUS, distance learning, interactive technologies, e-envi ronment, virtual interactive board are analyzed in the article. Domestic and foreign experience in using information communication technologies and the Internet for teaching in a primary school has been examined. The peculiarities of using e-environment at mathematics lessons in a primary school are considered, informative resources of e-environment are defined, and the technique of using them is described, as they enable to efficiently conduct a distance mathematics lesson in grade 1 in the NUS. The author of the article demonstrates a practical use of the platform for primary school pupils Вчи.юа (Vchy.ua), the tasks of which corresponds to the Typical educational curriculum by O. Savchenko; the features of distance lesson planning based on e-environment are described.

Medical Hematology/Oncology Fellows' Perceptions of Online Medical Education During the COVID-19 Pandemic.

In response to the COVID-19 social distancing guidelines, residency and fellowship programs transitioned to virtual instruction to deliver didactics and continue with medical education. The efficacy of such a fully online learning environment, however, remains unknown. To investigate its impact on medical education, this study surveyed hematology/oncology fellows at The University of Texas MD Anderson Cancer Center on their attitudes regarding the online-based lecture program. Fellows were emailed a 19-question survey with questions on demographics, ease of technical access to the online platform, level of comfort with participation, knowledge acquisition, wellness, and COVID-19-specific coverage. A free-text question soliciting ways to improve upon online learning was also included. The response rate was 71% (30/42). Most respondents reported easy/very easy accessibility to the online environment. Seventy-seven percent of the participants did not experience a technical issue. Seventy percent felt comfortable/very comfortable with participating in the conference. Thirty-seven percent felt comfortable/very comfortable with actively offering an answer to questions during the interactive board review session. Eighty-seven percent would have been more willing to offer an answer during the board review session if an anonymous poll format was utilized. Sixty-three percent felt they learned the same amount as they typically do during an in-person session. Thirty-three percent reported they were less focused as compared with an in-person session. One hundred percent of the participants had their questions answered, either at all times (87%) or sometimes (13%). Sixty percent experienced a change in social interactions as compared with an in-person session. Fifty-four percent reported that it was easy/very to balance online attendance despite personal/family commitments. One hundred percent appreciated the flexibility of the online learning environment. Ninety percent felt safer at home attending these lectures compared with receiving these lectures in-person during the COVID-19 pandemic. Overall, most fellows felt comfortable with the transition to a fully online learning environment. Strategies to encourage active participation, enhance social interaction, and provide additional flexibility are still needed.Electronic supplementary materialThe online version of this article (10.1007/s13187-020-01863-6) contains supplementary material, which is available to authorized users.

8th Grade Students' Positioning Skills on the Map

Purpose: Events that occur around the world may cause a global impact in a short time. Therefore, it is important to not only understand the underlying causes and analyze their relationship but also know the location where they arise. This study investigated whether eighth-grade students have the ability to position Turkey and the neighboring countries on the map. Method: This study was designed on a descriptive scanning method basis. In this study, 206 students in the eighth grade of three private and three public schools comprised the study sample. A question form developed by the researcher was used to collect the data. Findings/Results: The findings obtained in this study showed that the eighth-grade students had positioning skills on the map at a low level. It was determined that some of the students participating in this study could not locate the country they live in on the map. It was found that the least known country was the location of Armenia on the map. One of the striking results that emerged in this study was that most of the students participating could not locate the Turkish Republic of Northern Cyprus and Azerbaijan, which have intense commercial, social, cultural and political relations with Turkey. Implications for Research and Practice: In this study, the geolocating skills of the male students, the students educated in the public schools, the students whose parents got higher education levels, whose family had higher monthly income, and the students with atlas were higher. To develop the positioning skills of students, maps should be used frequently in social sciences and the Turkish Republic Revolution History and Kemalism courses. Maps in interactive boards can be used effectively. Students can be assigned to draw maps as homework. The number of activities related to maps in textbooks can be increased.

Significance of E-Learning Tools in Teaching English

We are living in a world where technology is omnipresent. Due to the ubiquitous presence of technology the pedagogy of teaching methodology has also undergone a sea-change. The phrase “e-Learning” or “Technology in Education” has become the buzz word in every educational environment. Infusing technology into education is really important as it caters the needs of the contemporary learners. The classroom environment, today, is completely different from the conventional classroom. The traditional methods, which are mainly based on lecturing and rote learning reduce, English language learning to mechanical memorization and miserably fail in developing English language as a skill among the learners. New technologies like Internet, YouTube, Skype, tweeter, blogs, mobile phones, interactive boards and many more have added not only stimulus but also learners’ communication and true interactivity within the classroom. Learning is, of course, the main purpose of education. It is the goal of every student and the task of every teacher to increase knowledge and understanding in the classroom. The teachers can engage the learners to become skilled at English Language by using the innovative ELT techniques like English songs, movie clippings, dramatics, advertisements, sports commentaries and many more. This paper stresses on the need to make English language lessons easy and enjoyable through innovative ELT methods. This is done first by giving a brief review about the traditional teaching methods in India and further the focus will be on instilling Information and Communications technologies (ICT) tools in ELT. Thus this study confers the availability of various tools of ICT and their practical uses.

The Effect of Using Interactive White Board on Particulate Structure of Matter and Pure Matters on Students’ Academic Achievement, Permanence of Learning and Attitudes Towards Science

The purpose of this research is to determine the effect of using interactive white board on particulate structure of matter and pure matters in science courses comparison with the courses taught without using interactive white board and its reflections on students’ academic achievement, attitudes towards science and permanence of their knowledge. This research is a quasi-experimental study that contains pre-test and post-test groups. The sampling group of this study consist of fifty-five seventh grade students in a government school in the 2018-2019 academic years. The experimental implementation was carried out by using interactive white board in the experimental group on the other hand the control group did not use interactive white board. The experimental implementation lasted four weeks. Quantitative data were collected in this research. Particulate structure of matter and pure maters achievement test’ and attitude scale for science lesson were used as data collection and this data was analyzed by SPSS 20 application. The results show us that using interactive white board in science lessons create significant difference in favour of the experimental group on their academic achievement, permanence of learning and attitudes towards science. It may be assumed that the results obtained from this research can contribute to the future studies on the effect of interactive board on science courses.

USING THE GOOGLE JAMBOARD INTERACTIVE BOARD IN TEACHING HIGHER MATHEMATICS

The paper considers the mechanism of using the Google Jamboard interactive board in the process of teaching higher mathematics in remote learning conditions. The main advantages and disadvantages of this digital tool are analyzed, as well as the results o

ORTAÖĞRETİM ÖĞRENCİLERİNİN E-YAZMA ALIŞKANLIKLARININ DEĞERLENDİRİLMESİ

21st century is a period in which students use electronic sources in their educational environment to learn. In this period, students can use different electronic sources actively inside or outside the classroom. Education and training facilities have been extended with different applications especially in mobile phone, tablet and computer environment. These sources, which students both have the opportunity to socialize and have a learning environment, increase their opportunities in course of time. In this century, which technology affects our life in every aspect, the rapid spread of electronic sources, especially in education, facilitated the opportunities in schools, too. In Turkey, with the scope of FATIH Project in primary and secondary schools, students can have literature education in electronic environment with interactive boards and tablet applications and also they can use the course materials which are appropriate to the requirements to the modern era. Especially with the electronic writing and reading activities literature education can become more active. For this purpose, course contents of EBA and LISEGO attract the students’ appreciation and attention and remarkable progress in literature education can be seen. The aim of this study is to evaluate the secondary school students’ e-writing habits. In the research, students’ existing e-writing habits have been observed by using descriptive survey model. The descriptive survey model is a research approach that aims to define a past or an existing situation as it exists. For this purpose, the sample of this research has been consisted of 1248 secondary school students who are studying in Giresun in 2015-2016 academic year. In this research as a data collection tool, e-writing habit scale has been applied. This scale has been prepared in an original way by considering the students’ writing habits based on the survey. According to the findings obtained from the research it has been seen that secondary school students’ e-writing habits have positive development.

ROLE OF E-LEARNING IN LANGUAGE PEDAGOGY: INDIAN PERSPECTIVE

e-Learning is the new updating educational trend which is globally used. Asynchronous and synchronous learning is used majorly by teachers and learners. Different modes includes virtual classroom, interactive boards, multimedia, blogs, video conferencing etc. Language labs are the unique techniques personalized for language practices, also an important part of the e-Learning. Language labs are focusing on the phonetics, pronunciation and speaking skills which are emphasized through repetitively listening the content. Video conferencing is the most trending tool which provide synchronous mode and provide run time comments and feedbacks. Video seminar, video lectures and live classes are the updated tools of e-Learning which emphasis on enhancement of pedagogy. Blogs are new trends which help in enhancing the writing skills of the learners and blogs also provide open forum so one can upgrade their knowledge. The ultimate aim of the e-Learning tools are to give emphasis on learning and imbibing the language in proper manner in spite of just passing the relevant exams. e-Learning is opening the new flexible and convenient way to the learners along with their busy schedule, so they can focus on importance of learning of language and skilled language pedagogy. e-Learning tools are helping individuals who are keen to learn languages in convenient way and also providing platform to the budding teachers as well as skilled and trained teachers to share the strategies and views for open discussion. e-Learning tools are also providing platform to those languages too which are almost extinct or about to extinct from main stream. KEYWORDS: e-Learning, Video conferencing, Language labs

The Effect of Interactive Board Games (IBG) on Vocabulary Achievement

Vocabulary Achievement is an element of learning the language which may assist students in understanding the language through basic English skills. Interactive Board Games are board games that use multimedia system (PowerPoint) teaching technique. This is often one of the traditional games that may be played by group activity and paired with a blackboard to focus on visual media activity. To find out the effect of using Interactive Board Games on students’ vocabulary achievement, we used the quantitative approach by assigning experimental research. There were two groups that we used in this research. Group one as experimental group and other as a control group. We used Total Pscycal Response (TPR) method for both groups, but we often gave Interactive Board Games to the experimental group in the learning process. There were eight meetings that we conducted into the experimental group with treatment using Interactive Board Games. We calculated the data from the test given when students learning English used Interactive Board Games. Before the test gave to the sample, the writer gave the test to students who have the same ability but not sample to know regarding validity and reliable of the test. Based on the t-test, we found that the t-ratio was higher than the t-table. The result indicated that there was a significant difference between the students who were taught using Interactive Board Games and the students who were not taught using Interactive Board Games.

Fantázia az oktatás gazdaságtanában

In the field of competences measured by PISA surveys, Hungarian students are lagging behind OECD countries. The recent reforms have not yet shown their expected impact. Professionals and laymen usually explain the disappointing results by the fact that education is an underfunded sector. The study depicts what would happen if we doubled the current amount so that the funding of Hungarian education could well exceed the OECD average. It is an eternal question whether all that count is money. Because in our imaginary scenario, in a short period of time modern, clean, new buildings would replace the old, sometimes musty school buildings; we would find the latest multicore computers instead of the 10+ years old IT systems; and the traditional chalk boards would be replaced by interactive boards. The fact that there is a negative relationship between school computer usage and student performance improvements has already been demonstrated in the 2009 PISA study. However, the key to education is the pedagogue. Without training the right professionals, without their appreciation or motivation, the additional expenditures invested in education are meaningless.

Multimedia Tools-Augmented Reality And Virtual Reality In Learning English

English is spread all around the world which has also become authoritative language. English enjoys the same scope as other languages in India. Teaching English through technology has achieved protuberant place in classrooms of today’s era. A greater change in applications to develop conversational skill has been made every day. Technology attached to mobile phones is greatly innovative to learn English. The changing and creative technology goes long way to make students speak good English. Everyday new word is added to the language. The reach of the new words is well enhanced through technology. 
 Multimedia is the combination of words, text, audio, video and animation. Multimedia can provide live experience for students by engaging themselves in active learning. Materials can be provides through storage electronic devices. It gives both explicit and implicit knowledge by multi-sensory perception among students. Multimedia provides motivation and creates interest to learn more in meaningful situation. Multimedia is sometimes used in synonym with CALL. Multimedia effect can be highly accomplished through CALL. Conventional materials like black board and chalk are now replaced by interactive board to engage students in active learning. The simulation provided through Multimedia help to provide better outcome in learning English language.

TÜRKÇE ÖĞRETMENLERİNİN DİL EĞİTİMİNDE ORTAM TASARIMI VE MATERYAL KULLANIMI YETERLİKLERİNİN DEĞERLENDİRİLMESİ

Bu araştırmanın amacı, Türkçe dersi öğretmenlerinin dil eğitiminde ortam tasarımı ve materyal kullanımına ilişkin görüşlerinin alınmasıdır. Çalışmada nitel araştırma yaklaşımı çerçevesinde görüşme ve gözlem yöntemi kullanılmıştır. Araştırmanın çalışma grubunu Zonguldak ili Çaycuma ilçesinde 2017-2018 öğretim yılı içerisinde görev yapan 15 Türkçe öğretmeni oluşturmaktadır. Çalışma grubunun oluşturulması sırasında öğretmenlere araştırma amacı belirtilmiş; gönüllü olanlar çalışma grubuna dâhil edilmiştir. Çalışma grubundaki tüm öğretmenlerle görüşmeler yapılmış, aynı zamanda çalışma grubundaki üç öğretmen de bir ders saati (40dk) gözlemlenmiştir. Görüşme ve gözlem esnasında araştırmacılar tarafından notlar alınmıştır. Çalışmada kullanılan görüşme ve gözlem formu, araştırma ekibi tarafından hazırlanmıştır. Görüşme formu beş sorudan oluşurken gözlem formunda ise görüşme formundan hareketle oluşturulmuş beş gözlem boyutu yer almaktadır. Görüşme ve gözlem sonucu elde edilen veriler içerik analizi ile incelenmiştir. Ulaşılan sonuçlara göre Türkçe öğretmenlerinin etkili bir görsel uyaran olan karikatürden yeterince faydalanmadıkları görülmüştür ve dil eğitiminde karikatürün aktif olarak kullanılması önerilmiştir.