Use Of Interactive Whiteboards Research Articles

Analyzing the Behavior Towards the Use of Interactive Digital Whiteboards for Educational Purposes: A Proposal Based on the Model of Goal-Directed Behavior and the Theory of Planned Behavior

Information and communication technologies have revolutionized the educational landscape, transforming teaching and learning processes across the globe, and this is the case for interactive digital whiteboards. In particular, this paper focuses on providing a research model to analyze the behavior towards the use of interactive digital whiteboards (IDWs) by teachers in the educational context, highlighting their impact on the intention to use IDWS. The proposed structural equation model is based on the model of goal-directed behavior and the theory of planned behavior, and it is formed by six constructs: (1) attitude, (2) subjective norms, (3) desire, (4) perceived behavioral control, (5) intentions, and (6) behavior. The methodology was adapted to two possible scenarios: (1) positive and (2) negative. The findings show that both theoretical frameworks offer a valid context to explain the motivations that drive the use of IDWs, although there are no significant differences between the two scenarios. Thus, the present article contributes to the existing body of knowledge and provides insights for educators, policymakers, and researchers to leverage the acceptance of IDWs in education. However, some limitations were identified, such as the absence of the point of view of students regarding the use of IDWs, among others.

Revolutionizing EFL Instruction: Jordanian Teachers' Perspectives on Interactive Whiteboards for Word Identification Enhancement

This study investigates Jordanian EFL teachers' perspectives on the impact of Interactive Whiteboard (IWB) technology on word identification enhancement. Drawing on the theory of Multimedia Learning, the research aims to address a gap in the literature regarding EFL educators' perceptions of using IWBs to improve word identification skills. A cross-sectional survey was administered to 124 Jordanian EFL teachers, and data were analyzed using descriptive statistics, paired t-tests, and one-way ANOVA. The findings reveal positive attitudes among Jordanian EFL teachers towards the efficacy of IWB technology in enhancing word identification. Participants overwhelmingly support the favorable use of IWBs and recognize their potential to enhance word identification skills. Importantly, no significant differences were found across demographic variables, suggesting a consistent recognition of IWB efficacy irrespective of gender, age, academic degree, or years of experience. The results underscore the importance of integrating IWB technology into EFL classrooms and highlight the need for further exploration of pedagogical approaches to maximize its benefits. This study contributes to the literature by providing insights into the perceptions of Jordanian EFL teachers regarding IWB technology and its role in word identification enhancement. It advocates for the continued utilization and exploration of IWB technology to enhance language teaching and learning practices.

Interactive/Smart Whiteboard and Student-Teachers Academic Performance in Educational Technology at the University of Calabar, Nigeria

This study investigated the effect of the use of interactive or smart whiteboard on student teachers’ academic performance in educational technology. Two objectives, research questions and hypotheses were formulated to guide the study. A non-randomized pre-test post- test experimental design was adopted with a total of 110 second year educational technology students as sample. Educational Technology Performance Test (ETPT) with a reliability co-efficient of 0.75 obtained from Kuder Richardson formula 21 was used in generating data for the study, Descriptive statistics of Mean, Standard Deviation and Analysis of Covariance were used in analysis of data. Findings from the study showed that the use of interactive whiteboard was more effective in enhancing students’ performance than the traditional whiteboard. The result also showed that there was no significant difference between the academic performance of male and female students who used the Smart board. Based on the research findings it was recommended that university managements should be encouraged to install Interactive whiteboards in classrooms and teachers should be sent on training on the use of these smart boards for instructional delivery.

Actors Impacting Teachers’ Behavioral Intention to Use the Interactive Whiteboard in Hebei, China

The present study aimed to investigate factors impacting teachers’ Behavioral Intention (BI) to use the Interactive Whiteboard (IWB) based on the theoretical foundations of Technological Pedagogical Content Knowledge (TPACK) and Technology Acceptance Model (TAM). Specifically, it examined the effect of TPACK on teachers’ BI to use the IWB and mediating effects of Perceived Usefulness (PU) and Perceived Ease of Use (PEU) in the relationship between the teachers’ TPACK and BI to use this educational tool. To achieve these objectives, a quantitative research design was employed. Data were collected using a questionnaire, involving a total of 794 high school teachers who participated in this study. Structural Equation Modeling (SEM) was used for the data analysis, whereby the results revealed that TPACK moderately influenced teachers’ BI to use the IWB. Additionally, PU and PEU were influential mediators in the relationship between TPACK and teachers’ BI to use this tool. Accordingly, the findings provided empirical evidence on the use of IWB and important input for educational authorities and institutions on further improvements with regard to the IWB and its use in schools. Moreover, the findings indicated a need for training to enhance teachers’ skills in using the IWB within the classroom setting. Finally, research limitations and suggestions for future studies were discussed.

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.

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.

The effects of interactive whiteboard with activity theory towards year five students’ motivation and performance in learning science

The purpose of this study is to investigate the effects of interactive whiteboard (IWB) with activity theory (AT) towards year five students’ motivation and performance in learning Science. This study explores the use and the effects of IWB in learning Science among Year 5 students. Learning activities that are based on Activity Theory approach have been designed to increase students’ motivation and performance in learning Science. Students' learning process and perceptions was analayse too. This study uses a quasi-experimental research design. The data collection process took about 4 weeks where a total of 40 students were selected as the sample of this research. The sample of this study consisted of Year 5 students of primary schools in Segamat District, Johor. Data were obtained through several instruments such as questionnaires and pre-test and post-test. Teaching and learning activities by using interactive whiteboard (IWB) with activity theory (AT) were designed and carry out during the research. The findings of this study will provide a vital contribution to the education field by giving a new option of choosing IWB to enhance teaching and learning process. Overall, The use of IWB integrated with Activity Theory in learning Science is able to increase students’ learning motivation. Students do better in class when they are motivated and have a positive attitude.

Digitálne kompetencie učiteľa primárneho vzdelávania v oblasti používania softvéru so zreteľom na sebahodnotenie a využívanie v praxi

This contribution is focuses on a specific area of digital literacy measurability, namely the ability to work with software. It presents partial results of the research, which was conducted within the project VEGA 1/0748/20 Diagnosing Digital Literacy of Primary School Teachers in the Context of Undergraduate Training and Educational Reality. It presents the area of computer and interactive whiteboard use in the context of self-assessment and real-world skills of teachers and future teachers. It also summarizes the programs that teachers in primary education use during their teaching.

HUMAN PERFORMANCE TECHNOLOGIES IMPROVEMENT OF TEACHERS’ USAGE OF INTERACTIVE WHITEBOARDS

Çalışmanın amacı öğretmenlerin etkileşimli tahta kullanımlarının iyileştirmesine yönelik İnsan Performans Teknolojileri (İPT) çözümlerinin geliştirilmesi ve değerlendirilmesidir. Bu amaç doğrultusunda etkileşimli tahta kullanımına engel olan faktörler (bilgi, olanak ve motivasyon vb.) belirlenerek, bu faktörlerin ortadan kaldırılmalarını sağlayacak müdahaleler tasarlanmış ve uygulanmıştır. Çalışmada Gelişimsel Araştırma yöntemi kullanılmıştır. Çalışma grubunda bir devlet okulunda görev yapan beş farklı branş öğretmeni bulunmaktadır. Çalışma kapsamında veriler gözlem ve yarı yapılandırılmış görüşme formları kullanılarak elde edilmiştir. Elde edilen veriler betimsel analiz ve içerik analizi yöntemleriyle analiz edilerek, yüzde ve frekansları sunulmuştur. Uygulama öncesinde ve sonrasında öğretmenlerin etkileşimli tahta kullanım düzeylerinin belirlenmesine yönelik gözlem ve görüşmeler gerçekleştirilmiştir. Müdahaleler sonrasında öğretmenlerin derslerde etkileşimli tahta kullanımına yönelik algılarında iyileşme görülmüştür. Müdahale sonrası öğretmenlerin etkileşimli tahta kullanım sürelerinde önemli bir artış görülürken elde edilen en önemli sonuçlardan biri ise etkileşimli tahta kullanım niteliğinin yani tahtanın ders içeresindeki kullanım yeri ve amacının değişim göstermesi olmuştur. Öğretmenler etkileşimli tahtaların sunuş ve gösteri özelliklerini daha fazla kullanmaya başlarken tahta kullanımları derslerin sunuş kısımlarında yoğunlaşmıştır.

The effect of Interactive Whiteboard (IWB) on the performance of undergraduate students and their perceptions towards it

Interactive Whiteboard (IWB)captured the interest of faculty members in view of facilitating the teaching process at universities through stimulating dialogue and discussion during the lecture in addition to attracting students’ attention and concentration throughout the lecture. For the purpose of identifying the contribution of the IWB in improving students' performance; a comparison between the scores in the IWB exams and retrieval exercises with their scores in the exams of three semesters taught through traditional lectures for a Vocational Education Technology course alongside with evaluating questionnaires for the students' perception. It was revealed that students' performance in the IWB exams was in general better than in conventional lectures. The two researches used the Empirical Researchmethod for a study sample of (64) students where the results concluded that students who used the IWB in their lectures excelled in comparison with the performance of the conventional lectures students; they also diplayed positive feedback about the use of IWB in teaching.
 Keywords: Interactive Whiteboard (IWB), Vocational Education Technology.

The Use of Interactive Whiteboard in Teaching Mathematics and Statistics

Traditionally, the technique of delivery for calculation subjects requires extensive step-by-step training to answer a problem. This has caused students to feel bland, less interested, and soon bored. Therefore, a digital whiteboard has been integrated into the synchronized learning sessions to complete the educational experience. Interactive whiteboard is known as one of the most revolutionary instructional technologies for various educational levels. One of the popular applications among educators that can be used as an extremely versatile interactive whiteboard is 'Explain Everything' (EE) application. The purpose of this research is to investigate students' experience on the usage of the Explain Everything in teaching and learning process. The questionnaire was developed based on three main components; Learning, Interaction and Motivation which was determined by Explanatory Factor Analysis. In this study, students from Diploma in Computer Science, Bachelor in Computer Science, Bachelor in Business Computing and Bachelor in Mathematical Computing who were taught using 'Explain Everything' were asked to answer the questionnaire. The result suggests that the use of Explain Everything application in class does have a positive effect on students’ satisfaction towards the lecturer's teaching. The usage of a digital whiteboard may pique students' attention, engage them in their study, and increase their comprehension. As a result, educators should consider adopting Explain Everything as one of their online pedagogies.

Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas.

Interactive Whiteboard (IWB) has recently been used to replace the TWB (traditional whiteboard), with many of its features being observed to help teachers in educational activities. This is based on effectively and efficiently increasing the teacher-student interaction. Therefore, this study aims to analyze the determinants of Behavioral Intention (BI) and the use of interactive whiteboards by K-12 teachers, in remote and rural Chinese areas. The Modified-Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model was used in this analysis, as a learning medium to deliver the subject matter to students. The sample and population were also the teachers in the Guangxi Zhuang Autonomous Region, China, where 171 voluntary respondents participated in this study. Furthermore, the obtained data were processed using a Structural Equation Model (SEM) approach, through the Smart-PLS software. The results showed that Habit and Hedonic Motivation had a significant influence on the Behavioral Intention (BI) of teachers, toward the utilization of IWB in remote and rural areas. Besides this, Facilitating Conditions (FCs) and BI also had a significant positive effect on Usage Behavior. Based on these results, important information was provided to school principals, local governments, and teachers for education quality improvement, regarding the patterns of increasing IWB utilization in remote and rural areas.

Digital equipment – a game changer for police training?! Experiences of the Bavarian Police training

ABSTRACT Availability and appropriate use of digital devices are indispensable for modern learning and work environments. Compared to school and university education, however, there is hardly any empirical, scientifically sound knowledge available on this subject for the area of police training and education. The study therefore examined how the use of personally assigned digital devices such as tablet PCs and smartphones, as well as the use of interactive whiteboards, is related to the learning behaviour and academic performance of 99 police trainees during 18 months of police training. The results showed that a frequent use of digital devices was related to an improvement in learning behaviour and interest. The results on academic performance of these 99 police officers trainees compared to the trainees without personally assigned digital devices of the same cohort (N = 629) are mixed. The study points out several practical implications for the further implementation of digital devices, such as the need for training the police personnel, developing new didactic teaching methods as well as new teaching formats.

Challenges and Solutions for Teachers' Use of Interactive Whiteboards in High Schools

The paper reports on the challenges teachers encountered in the use of interactive whiteboards in high schools to make improvement. The Gauteng Department of Basic Education's robust paperless initiative of introducing tablets, interactive whiteboards (IWBs), and smart classrooms in all public schools in Gauteng Province, motivated this study. In addition, little is known about teachers' academic self-efficacy when using an IWB-based teaching method. It was found that teachers experienced challenges in utilizing the IWB in teaching and learning. Participants were 123 teachers from four high schools in Tshwane North District, Gauteng, South Africa. More than half (57.8%) of the teachers were females. Most of the teachers (92.7%) received formal training on the use of IWBs. The mixed method was applied to better understand the phenomenon. Observation and individual semi-structured interviews were used to collect data for the qualitative aspect. On the other hand, Bandura's adapted problem-solving self-efficacy survey questionnaire was used to address the quantitative part. Quantitative data were analyzed using SPSS version 25 frequency distributions and percentages. On the other hand, qualitative data were analyzed with the aid of Atlas ti. The results show that 75.6% of the teachers indicated that they cannot solve problems at 90% when using IWBs in class. The challenges found in this study relate to technic, teaching material and lessons, lack of engagement, health, and lack of electricity. It was indicated that if teachers could adopt positive problem orientation, they could be successful in solving the problem with the use of IWBs. It is necessary to investigate the efficacy of the solutions presented in this study when using IWBs.

The Impact of Interactive Whiteboard Use on Teaching Grammar to Grade Seven EFL Learners

This research aims to shed light on the importance of integrating the Interactive Whiteboard in grammar learning. In this line, a qualitative quantitative study was conducted on sixty English as second foreign language seventh-graders over duration of fifteen weeks in grammar lessons. Thirty participants (experimental group) at Saba Zreik School (SZS) benefited from implementing the Interactive Whiteboard in grammar sessions, while thirty students (control group) at Tarbiya Hadith School (THS) did not receive such treatment. The study aims to increase educators' awareness of the efficiency of using the interactive Whiteboard in facilitating the teaching/ learning process and in boosting learners' motivation. For this reason, a grammar pre-test and a grammar post-test were conducted in order to compare and contrast the grammatical proficiency of the control and the experimental groups before and after the treatment period. The results were analyzed by SPSS; hypothesis one correlating Whiteboard usage with students' grammatical recognition level was confirmed; hypothesis two associating the implementation of Whiteboard to better proficiency in grammatical production level was asserted. Furthermore, the questionnaire analysis confirmed the research highlighting the positive role of the Interactive Whiteboard in boosting learners' motivation to learn English. Finally, recommendations for teachers, learners, curriculum designers, and future research have been incorporated.

Perception of Undergraduate Students on Availability and Utilization of Interactive White Board on Performance in Biology

The aim of this research is to assess availability and utilization of Interactive White Boards (IWBs) in teaching and learning of Biology among Undergraduate students in Sokoto State. The research is a descriptive survey with a population of 587 and a sample size of 234 100 level students of Science and Vocational Education department who are offering biology courses at Usmanu Danfodiyo University Sokoto. A self-designed questionnaire tagged „Assessment of the use of Interactive White Board in Teaching and Learning Biology‟ (AIWBTLB) and Biology Performance Test (BTP) were used as instruments for data collection. The instruments were validated by experts and exhibited reliability index of 0.87 and 0.77 using Cronbach alpha and split half method respectively. The data generated was statistically analyzed using descriptive statistics and Structural Equation Modeling (SEM). Findings revealed that the required IWBs for teaching and learning Biology were not available; and the available IWBs were not adequately utilized. Equally important, a positive relationship was found between IWBs utilization and undergraduate students‟ performance in biology. It was however recommended among others that, government; management of universities should as a matter of urgent importance provide adequate IWBs devices for the teaching and learning of Biology in the universities; and to provide modalities in which students are encouraged to make full use of IWBs in the teaching and learning of Biology.

Age-related aspects in risk of developing nervous system pathology in gymnasium students

Growing neuropsychic disorders caused by intensified educational process are a peculiar feature of schoolchildren’s health at present. Our research aim was to examine age-related peculiarities in risks of developing nervous system pathology in school-children attending a gymnasium. We performed clinical examination of 94 children in primary school (Group A) and 56 children in middle school (Group B) who attended a gymnasium. The examination included determining contents of neuromediators and neurotrophic factors in blood, neuro-psychological computer testing (reaction test and STROOP-test). Educational activities were evaluated to determine whether the educational process conformed to hygienic standards. Statistical data analysis involved determining relative risk and odds ratio as well as establishing cause–effect relations. Hygienic assessment of educational activities revealed several adverse factors that made for developing disorders of the nervous system. They included growing weekly educational loads, irrational distribution of school subjects in schedules, and too long use of interactive whiteboards during lessons. We established that nervous system pathology was already developing in 62.8 % children in primary school and 42.9 % children in middle school. We also revealed that asthenoneurotic syndrome and neurosis-like syndrome were by 2.2 times more probable among primary schoolchildren whereas vegetative dysfunction was by 1.6 times more probable among middle school children. Asthenoneurotic syndrome in primary school children was accompanied with lower NOTCH-1 levels in 41.9 % cases; lower acetylcholine content in blood, in 66.7 %; greater serotonin content in blood, in 29.2 %. The disorder became apparent through increased fatigability and weakness, as well as children being too whiny and moody. Middle school children had by 3.1–6.4 times higher risks of lower neuregulin-1β and tumor necrosis factor contents in blood; developing vegetative dysfunctions in them were accompanied with sleeping disorders, headaches, and palpitation. Primary school children were established to have slower perception of a visual and sound stimulus, developing fatigue of kinesthetic reactions as well as rigid cognitive control and poorly automated gnostic functions.

Возрастные аспекты риска развития патологии нервной системы у учащихся гимназии

Growing neuropsychic disorders caused by intensified educational process are a peculiar feature of schoolchildren’s health at present. Our research aim was to examine age-related peculiarities in risks of developing nervous system pathology in school-children attending a gymnasium. We performed clinical examination of 94 children in primary school (Group A) and 56 children in middle school (Group B) who attended a gymnasium. The examination included determining contents of neuromediators and neurotrophic factors in blood, neuro-psychological computer testing (reaction test and STROOP-test). Educational activities were evaluated to determine whether the educational process conformed to hygienic standards. Statistical data analysis involved determining relative risk and odds ratio as well as establishing cause–effect relations. Hygienic assessment of educational activities revealed several adverse factors that made for developing disorders of the nervous system. They included growing weekly educational loads, irrational distribution of school subjects in schedules, and too long use of interactive whiteboards during lessons. We established that nervous system pathology was already developing in 62.8 % children in primary school and 42.9 % children in middle school. We also revealed that asthenoneurotic syndrome and neurosis-like syndrome were by 2.2 times more probable among primary schoolchildren whereas vegetative dysfunction was by 1.6 times more probable among middle school children. Asthenoneurotic syndrome in primary school children was accompanied with lower NOTCH-1 levels in 41.9 % cases; lower acetylcholine content in blood, in 66.7 %; greater serotonin content in blood, in 29.2 %. The disorder became apparent through increased fatigability and weakness, as well as children being too whiny and moody. Middle school children had by 3.1–6.4 times higher risks of lower neuregulin-1β and tumor necrosis factor contents in blood; developing vegetative dysfunctions in them were accompanied with sleeping disorders, headaches, and palpitation. Primary school children were established to have slower perception of a visual and sound stimulus, developing fatigue of kinesthetic reactions as well as rigid cognitive control and poorly automated gnostic functions.

Classroom Instructional-Based Technology as Predictor of Quality Services Delivery for Academic Staff in Delta State University

The study investigated the predictive powers of classroom instructional-based technology on quality services delivery of academic staff in Delta State University. Three research questions and three hypotheses guided the study. The study adopted a correlation research design. The population was 861 lecturers in the Delta state university with a sample size of 430 drawn through proportionate stratified method representing 50% of the population. A 30-item Classroom Instructional-Based Technology Scale (CIBTS) and 15-item Quality Services Delivery Scale (QSDS) were used for data collection. The scales were validated by three experts in Information and Communication Units. The internal consistency reliability coefficients of 0.78 and 0.81 were computed for CIBTS and QSDS through Cronbach alpha. Liner regression was used to answer the research questions while t-test associated with linear regression was used to test the null hypotheses at 0.05 level of significance level. It was found that classroom instructional-based technology can significantly predict quality services delivery of academic staff in Delta State Universities. More so, classroom instructional-based technology with the use of interactive whiteboard, video conferencing and virtual field trip can independently predict quality instructional delivery. It was recommended among others that the university authority should ensure that the lecture halls and classrooms in the university are equipped with functional interactive whiteboards. The academic staff should be availed the opportunity for capacity development and enhancement on the use of communication technologies such as interactive whiteboard. The university authorities as well as the heads of departments and deans of faculties should make available computers, projectors, internet connectivity, power supply, printers and flash drive that can encourage video conferencing. The academic staff should be very proactive in the determination of sites that can provide them needed information and learning through the virtual field trip platform.