Interactive Whiteboard Research Articles

TEACHER TECH-CREATIVITY FOSTERING BEHAVIOUR AS DETERMINANT OF PRIMARY SCHOOL MATHEMATICS TEACHER CLASSROOM PRACTICES

This research investigated teacher technological-creative fostering behaviour as determinant of teacher classroom practices in private primary schools in the Makurdi Local Government Area, Benue State, Nigeria. This study adopted the correlational research design. The population was all teachers in private primary schools in Makurdi. A sample of 70 mathematics teachers was drawn from 50 private primary schools. Two researcher-structured instruments were used for data collection, namely; the Mathematics Teacher Tech-Creativity Inventory (MTTI) and the Mathematics Teacher Classroom Practice Inventory (MTCPI). Correlation, scatterplots, and histograms were used to answer research questions, while analysis of variance was used to test the hypotheses at .05 level of significance. The following were the findings: the top three technological tools among others which mathematics teachers at the primary school level use most often to facilitate their teaching practices are, first interactive whiteboard, second, the calculator and third, internet surfing. Teacher tech-creativity fostering behaviour has a significant impact on teacher clarity, teacher classroom discussions, teacher feedback, teacher formative assessment and, teacher-teacher collaboration as teacher classroom practices. It was recommended that teachers of mathematics consider utilizing technology creatively during lessons as a catalyst to advance classroom teaching practices of teacher classroom clarity, class discussions, teacher feedback, formative assessment, and teacher-teacher collaboration.

The Effectiveness of Algodoo with Interactive Whiteboards for Teaching Physics in Saudi Secondary Schools

The Effectiveness of Algodoo with Interactive Whiteboards for Teaching Physics in Saudi Secondary Schools

Empowering Mathematics Education in Greek Primary Schools: Bridging the Divide through ICT Integration and Interactive Boards for Enhanced Teacher ICT Literacy

This article advocates for a tech-enriched teaching approach using Information and Communication Technologies (ICT) and interactive boards to enhance students’ understanding and problem-solving skills. Overcoming challenges requires systematic planning, progressive policies, dedicated funds, and regular teacher training. The essay also discusses the benefits and limitations of ICT, the key principles of interactive whiteboard application in pedagogy, and the dynamic challenges faced by Greek elementary schools in redesigning mathematics pedagogy with ICT. It proposes blending modern technologies with traditional instructions, emphasizing the need for continuous teacher development and a positive attitude toward technology. The way forward involves leveraging Optical Character Recognition (OCR) systems and interactive boards, necessitating strategic planning, training programs, and infrastructure investment for a tech-enriched teaching future in Greek primary schools.

Digital vs. Hybrid: Comparing Two Versions of a Board Game for Teacher Training

This study compares two versions (one digital, one hybrid) of a serious board game for teacher training called the “4Ts game”. Teachers play the game in groups to learn about—and directly engage in—the joint design of collaborative learning activities for their students by choosing the Tasks to be proposed, the Timing of activities, the Technologies to be used, and the Team composition, in an iterative process of decision making. The game comes in three versions: fully tangible, digital, and hybrid. This paper focuses on the interaction design of the digital and hybrid versions. In both cases, teachers pick cards up from four decks, read the prompts provided in the cards, and place them on a board to design a learning activity together. Their decision-making process is scaffolded by the digital or hybrid game versions, which provide feedback and suggestions and guide teachers toward the creation of a coherent design. The user experience is quite different in the two formats. In the hybrid game, teachers physically manipulate tangible cards on a tabletop board, and the board status is replicated on a laptop application that displays automatic feedback and guidance. By contrast, the digital version is played using an Interactive Whiteboard with touch-screen capabilities, thereby allowing teachers to manipulate digital cards on a digital board. The game was used in the context of two training initiatives targeting in-service school teachers (N = 42). Data were collected on acceptance of the model upon which the game is built, acceptance of the game itself, overall user satisfaction, and knowledge gains. Results show that teachers generally liked both versions of the game, especially the opportunity provided for receiving guidance in the design process. Additionally, teachers’ knowledge about learning design and collaborative learning increased significantly between the pre- and post-test for both the digital and the hybrid game groups. However, few significant differences were found between the groups that used the digital and hybrid versions of the game: the digital version was perceived as being slightly easier to use (p < 0.001). Overall, the study suggests that both versions of the game have the potential for teacher training, while the user interface of the hybrid version should be further refined to fully harness the game’s potential.

Gastronomy and wine tourism transformation towards resilient destinations

Purpose The purpose of this study is to develop research questions and explore industry expert perceptions related to the process of transformative changes in post-COVID-19 gastronomy and wine tourism. Design/methodology/approach To achieve this purpose, the authors applied individual and collective brainwriting techniques using the digital whiteboard, Mural. The research questions were answered within Mural's Sailboat template, which helped industry experts describe four situational areas and their symbolic elements. These included transformative change – the island, strategies – the wind, challenges – the anchors and strengths – the coral. The exploration was conducted across interpersonal, organisational and intra-destination levels. Findings This study results yielded a know-how framework that synthesised the insights of industry experts. The framework underscores the importance of a sequential approach to embrace transformative change to mindsets, practices and systems. It also advocates strategies (new leadership style, business solutions and community empowerment), potential challenges (self-doubt, established organisational culture and inertia within large systems) and leveraging industry strengths (personality traits, human resources and organisational interdependence) to effectively navigate the evolving gastronomy and wine tourism environment. Originality/value This paper represents a pioneering effort in assessing the key areas in the gastronomy and wine business and drawing parallels to the essential levels of transformation required to effectively cope with upcoming uncertainties.

The use of an interactive whiteboard in solfeggio teaching

This paper explores the application of digital technology, that is, interactive whiteboards, in solfeggio lessons. Digital technology, such as computers and interactive whiteboards, is gradually becoming part of the classroom, both in general education and music schools. In addition to traditional teaching tools (blackboard, chalk/markers, piano, and printed textbooks), computer programs and web applications can be beneficial complements to solfeggio lessons. The music classroom for teaching solfeggio is a great place where interactive whiteboards can be integrated. However, to effectively implement any form of digital technology in solfeggio, the teacher must be competent, IT-literate, know basic musical terms in English, and be receptive to the modern possibilities offered by technology. The aim of this paper is to demonstrate the possibility of using an interactive whiteboard in solfeggio teaching. Employing a descriptive methodology, the study entailed the application of the interactive whiteboard for certain classroom activities while covering topics in solfeggio such as intonation, music dictation, and theoretical musical concepts. The research revealed that the interactive whiteboard can primarily function as a conventional whiteboard without its multimedia capabilities, allowing the written content to be preserved. In addition, interactive whiteboards have numerous advantages when utilized for singing musical examples, writing musical dictations, and practicing theoretical musical content.

Youth handball concussion prevention strategies: a workshop-based study with experts and end users

Sport-related concussion (SRC) is a serious injury in youth team sports, including handball. While research on the prevention of SRC has made progress over the past 5 years, prevention strategies...

The Influence of Technology in the World of Education

This study investigates the influence of technology in the world of education. With the rapid advancement of digital technology, its impact on educational practices and outcomes has become increasingly significant. Through a comprehensive review of existing literature, this research explores the multifaceted influence of technology on various aspects of education, including teaching methods, learning experiences, student engagement, and educational outcomes. The study examines how technology has transformed traditional classroom settings, facilitating the adoption of innovative teaching strategies such as flipped classrooms, blended learning, and personalized instruction. Additionally, it investigates the role of educational technology tools such as learning management systems, interactive whiteboards, and educational apps in enhancing instructional delivery and facilitating student learning. Furthermore, the research explores the broader implications of technology in education, including its potential to democratize access to education, bridge learning gaps, and foster lifelong learning. It also addresses challenges associated with technology integration, such as digital divide, privacy concerns, and the need for teacher professional development. Moreover, the study discusses emerging trends in educational technology, such as the use of artificial intelligence, virtual reality, and gamification, and their potential to revolutionize educational practices and outcomes. By synthesizing empirical evidence and theoretical frameworks, this research provides insights into the transformative power of technology in education and its implications for educational policy and practice. Ultimately, this study contributes to a deeper understanding of the influence of technology in the world of education and highlights the opportunities and challenges associated with its integration into teaching and learning environments. It serves as a foundation for future research and informs evidence-based strategies for leveraging technology to enhance educational outcomes and promote lifelong learning.

Poor Performance of Teachers in Public Education Schools in Kuwait Using Educational Technology

Technology has made education more accessible and engaging for learners of all ages. It has facilitated the dissemination of information, allowing students to access a wealth of educational resources at the click of a button. The research problem that led to this study is that public school teachers in Kuwait have been struggling to keep up with the advancements in technology and incorporate it effectively into their instructional practices. This study explains the reason for the poor performance of teachers in general education schools in the Kuwait using educational technology. We interpret an educational field experience, which is the type of research most often used in education. The methods were used for collecting qualitative data in this study were interviews and document analysis. The teachers’ personal interviews were face to face and included written questions. The reason for the poor performance of teachers includes a lack of experience in teaching with technology, limited on-site support, insufficient knowledge of using technology for instructional purposes, and discomfort with integrating educational technologies into effective teaching. In addition, school budgets do not allow for the support of technology activities during the academic year. Teachers rarely have opportunities to use technology in their classrooms. Sometimes teachers use their own money to provide the necessary technology for their students, such as tablets, laptops, or interactive whiteboards. Also, teachers do not feel comfortable doing tasks because they do not believe there are a variety of resources and strategies to help educators enhance their tech-teaching abilities.

ANALISIS BANTUAN LCD INTERACTIVE WHITEBOARD UNTUK MENINGKATKAN PEMBELAJARAN PADA PAUD HIBER KOTA BANDUNG

This research is motivated by the development of Technology in the world of education, which with this development has become a challenge for the world of education, especially PAUD Hiber so that it can provide interesting, fun, interactive, and varied learning through the demands of the times in the digital era. Currently, many non-formal education institutions have emerged that have quite modern infrastructure, therefore this is a warning for formal early childhood education institutions to carry out various innovations in learning so that they can compete with non-formal institutions. In connection with this learning media being an important element in supporting the learning process in a varied, creative, and innovative way, to improve learning at Hiber PAUD in Bandung City, it is necessary to have facilities that support improving the quality of learning, so by providing this cinematic assistance it is hoped that it can be used to support the learning of young children. early so that learning is more interesting and interactive. This research aims to describe the strengths, weaknesses, opportunities, and threats of the Liquid Crystal Display Interactive Whiteboard cinematic assistance. The research location was carried out by the Bandung City Education Office, TK Assalam, and Kober Imanda. Using qualitative descriptive research methods. This research concludes that we can obtain an overview of the assistance of the Liquid Crystal Display (LCD) Interactive Whiteboard cinematic obtained through SWOT analysis.

Integrating Modern Technology in English Language Teaching: Innovations and Outcomes in School Education

Modern technology plays a pivotal role in education, particularly in the teaching of the English language in schools. This paper explores the impact of integrating innovative technologies into the English language teaching process, with a focus on effectiveness and outcomes. Utilizing both qualitative and quantitative analysis, the study assesses how digital tools such as interactive whiteboards, mobile applications, and online platforms are transforming teaching and learning methodologies. It also examines how these technologies contribute to enhancing students' language skills, including speaking, writing, reading, and listening. The paper discusses the benefits of approaches such as gamified learning, project-based learning, and collaborative learning, and analyzes their impact on student motivation and engagement. Furthermore, it evaluates potential challenges and limitations in the use of technology in language teaching. In conclusion, the article offers recommendations for optimizing the use of technology in the educational setting and discusses prospects for future research in this field.

Interactive Whiteboards (IWBS): Its Effectiveness in Academic Achievement, Motivation and Interest among Early Year Students

Interactive Whiteboards (IWBS): Its Effectiveness in Academic Achievement, Motivation and Interest among Early Year Students

Utilization of Smart Board Technology in Textile Design Instruction for Enhancement of Performance in Junior Secondary School in Central Senatorial District, Bayelsa State.

This study, titled Utilization of Smart Board Technology In Textile Design Instruction For Enhancement Of Performance In Junior Secondary School In Central Senatorial District, Bayelsa State will be carried out to investigate the factors responsible the unavailability of smart boards to teach students in secondary schools in Bayelsa State, Nigeria. Smart board is also known as interactive white board or is a large interactive board display board in the form of a white board. The interesting aspect of the board is that it is electronically operated and pictorial images are usually presented through it. Unfortunately, despite the commendable services smart board renders, it is observed that it is not available especially the teaching of textile in most secondary schools in Bayelsa State. This situation is grossly hampering on students’ academic performance. Thus, in a bid to remedy the situation this study will outlines six objectives, research questions and hypothesis to guide the study. The study will review some cognate literatures in course of the study. Stimulus-response and master learning theories will form the theoretical framework for the study. The study will adopt correlational research design. To test the reliability of the instrument, the Spearman Browns Prophetic Formula will be used to test the result. Mean scores ranked order and standard deviation will be used to analyse the research questions. Pearson’s product moment correlation coefficient will be used as statistical tool to analyse the hypothesis. The four hypotheses postulated will be tested using t-test at 0.05 level of significance. The analysis carried out was discussed. Findings obtained from the study were discussed. The study concludes that the use of smart board to teach textile in secondary is effective and when it is not available it affects students’ performance. Thus, the study recommends that smart board should be provided in schools to encourage effective teaching and learning of textile. This research is believed to have contributed to knowledge because it helped to widen scope of knowledge in the use of smart board in teaching textile.

The Effects of Distancing Design Collaboration Necessitated by COVID-19 on Brain Synchrony in Teams Compared to Co-Located Design Collaboration: A Preliminary Study.

Due to the widespread involvement of distributed collaboration triggered by COVID-19, it has become a new trend that has continued into the post-pandemic era. This study investigated collective performance within two collaborative environments (co-located and distancing settings) by assessing inter-brain synchrony patterns (IBS) among design collaborators using functional near-infrared spectroscopy. The preliminary study was conducted with three dyads who possessed 2-3 years of professional product design experience. Each dyad completed two designated design tasks in distinct settings. In the distributed condition, participants interacted through video conferencing in which they were allowed to communicate by verbalization and sketching using a shared digital whiteboard. To prevent the influences of different sketching tools on design outputs, we employed digital sketching for both environments. The interactions between collaborators were identified in three behaviors: verbal only, sketch only, and mixed communication (verbal and sketch). The consequences revealed a higher level of IBS when mixed communication took place in distributed conditions than in co-located conditions. Comparably, the occurrence of IBS increased when participants solely utilized sketching as the interaction approach within the co-located setting. A mixed communication method combining verbalization and sketching might lead to more coordinated cognitive processes when in physical isolation. Design collaborators are inclined to adjust their interaction behaviors in order to adapt to different design environments, strengthen the exchange of ideas, and construct design consensus. Overall, the present paper discussed the performance of virtual collaborative design based on a neurocognitive perspective, contributing valuable insights for the future intervention design that promotes effective virtual teamwork.

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.

Computer Assisted English Language Teaching and The Development of Critical Thinking in The 21st Century: The Case of Multimedia Centres in Yaounde Secondary Schools

For more than two decades technology has transformed society and the world has become a ‘global village’. As such, African in general and Cameroon in particular still leave much to be desired. This situation was exacerbated when Cameroon became a highly indebted country according World Bank rankings. Also, economic crisis plus devaluation of CFA came and worsened the already degrading and limping situation. The government could no longer afford on the purchase of both software and hardware, not to mention capacity building in the field of using technology equipment and its application in teaching and learning English language for special purposes. It is from this backdrop that this paper sets out to examine the degree of preparedness educational sector in the use and usage of technology in English language teaching in higher education. Educational technology is not restricted to individual computer use in this paper, it involves equipment and application such as videoconferencing, digital television (allowing students to interact and manipulate programmes at their own pace), electronic whiteboards, and digital cameras (Jackson, 2008; EDUCATION WEEK, 2007; McCambell,2002; Marshall, 2002). The study used System for Technology Accountability Rigor (STAR) survey data for 2019-2021. A sample of 200 English language teachers and students were randomly collected from the faculty of education in the University of Yaounde 1. The survey is administered on an annual basis by a team of lecturers in the faculty of education. The survey was designed to provide meaningful information about technology integration and capacity building in the faculty of education in the teaching of English language for special purposes. The results proved that both teachers and students are still lacking the appropriate competences in the use and usage of equipment and its rightful application hands-on. Recommendations have been made to the Dean and the Rector on what kind of equipment to invest on and its capacity building of both professors and students on its usage.

The post-COVID design studio: new tools, new rules?

Abstract The reorientation to remote teaching due to the impact of COVID-19 restrictions proved to be both challenging and compromising, particularly in the context of delivering practice-based design education. Central to the challenges faced by many design tutors was the loss of the design studio as a focal point for engagement and learning. However, delivering teaching remotely through a period of enforced separation also proved that through adversity comes new insights, with the accelerated use of emergent technologies to support distributed working revealing new behaviours and opportunities for learning to take place. In response to COVID-19 restrictions, Miro, the digital whiteboard platform was widely adopted within the UK creative industries and universities alike to facilitate remote engagement. Following a return to campus-based delivery through the Autumn/Fall of 2021, it became evident that some of the pragmatic approaches adopted through necessity had the potential to hold lasting value beyond crisis modes of teaching. This position paper presents a series of reflective studies gathered over three academic years with the aim of (1) understanding the impacts of remote learning as experienced by design students (2) establish clear benefits for the application of online platforms within a blended campus-based delivery and (3) identify emergent characteristics in students’ navigation of the post-COVID design studio.

Розвиток пізнавального інтересу молодших школярів на уроках української мови

The article deals with the problem of developing the learning interest of junior schoolchildren during the Ukrainian language lessons in the framework of a modern primary school. The authors of the article highlight the features of the students’ learning interest development, including the novelty of teaching approaches and the educational material, the use of gaming technologies, the introduction of interactive methods, the integration and use of interdisciplinary connections in the teaching process (the possibility of studying the material from the view of different subjects; various opportunities to develop students’ coherent speech; broadening the worldview of junior schoolchildren; development of their mental activity; fostering positive moral, aesthetic, civic, ecological and other qualities of their personalities), the use of collaborative approaches to learning with the help of dialogues, etc. It is emphasized that elements of collaborative methods and techniques are used during the Ukrainian language lessons at the stages of consolidation and skills improvement while solving a specific problem. Attention is drawn to the use of didactic games (e.g. solving a crossword on a specific topic, completing puzzles, charades, etc.). The authors of the article demonstrate that fostering interest in the subject studied ensures enriching students’ vocabulary, develops their speech, activates children’s attention, broadens their outlooks, develops creative imagination, and improves schoolchildren’s moral qualities. Interactive technologies contribute to the activation of thinking and the development of learning interest, helping children maximize their creative potential and become more successful in learning. Among those the educational features of the electronic whiteboard as a teaching tool are described. It is concluded that it is essential to develop students' interest in the knowledge itself, in the process of its independent acquisition and improvement of the existing one, while learning interest should be considered both as a long-lasting mastery of educational material and as a stimulus to expand and deepen students’ existing knowledge. Keywords: Ukrainian language lessons, learning interest, primary school students, teaching methods and techniques, primary education, development.

Utilization of digital instructional technologies in teaching business education students for improved office skill acquisition in tertiary institutions in Ebonyi State, Nigeria

This study examined utilization of digital technologies in teaching business education students for improved office skill acquisition in tertiary institutions in Ebonyi State, Nigeria. Three research questions and one hypothesis guided the study. Descriptive survey research design was adopted. The population of the study is 229 which comprises of 31 business education lecturers and 198 final year students of business education from tertiary institutions in Ebonyi State. There was no sample since the populations was manageable. The instrument for data collection was questionnaire. The instrument was validated by two experts in Business Education Department. The instrument had a reliability coefficient of 0.74 using Pearson product moment correlation coefficient method. Mean and standard deviation statistics was used to analyze the data collected while t-test was used to test the hypothesis. The results showed that multimedia projectors and interactive whiteboard were utilized in very low extent teaching business education students in tertiary institutions in Ebonyi State. business educator’s often utilize web based technology in teaching business education students for improved office skill acquisition in tertiary institutions. The results also showed that there was no significant difference in the mean responses that business education lecturer and students do not differ significantly in their mean responses on the extent of utilizing digital technologies in teaching Business Education students for improved office skill acquisition in tertiary institutions in Ebonyi State. Based on the findings, the study recommended among others that: administrator of business education should sensitized business education lecturers on the importance of utilizing digital instructional technology in order to improved students skills acquisition of office skills.