Interactive Whiteboard Research Articles

Nursing Digital Transformation: An Example of an Electronic Whiteboard in a Regional Hospital in Central Taiwan

The electronic whiteboard system is an important part of smart medical care. This system has been digitized and upgraded gradually over time, and now functions as a dashboard, incorporating sound effects, touch control, image display, face recognition, and other functions that maximize usage efficiency. In hospitals, electronic whiteboards are specialized for dedicated use in one of two areas: nursing stations and wards. Those used in nursing stations may upload data into the medical information system based on departmental and institutional requirements. Systems are built to the specific needs of different clinical departments and thus differ widely in terms of settings and functionality. Therefore, hospitals should promote regular communication among doctors, nurses, and patients.

Exploring Patient and Staff Experiences With Video Consultations During COVID-19 in an English Outpatient Care Setting: Secondary Data Analysis of Routinely Collected Feedback Data.

BackgroundVideo consultations (VCs) were rapidly implemented in response to COVID-19 despite modest progress before.ObjectiveWe aim to explore staff and patient experiences with VCs implemented during COVID-19 and use feedback insights to support quality improvement and service development.MethodsSecondary data analysis was conducted on 955 patient and 521 staff responses (from 4234 consultations; 955/4234, 22.6% and 521/4234, 12.3%, respectively) routinely collected following a VC between June and July 2020 in a rural, older adult, and outpatient care setting at a National Health Service Trust. Responses were summarized using descriptive statistics and inductive thematic analysis and presented to Trust stakeholders.ResultsMost patients (890/955, 93.2%) reported having good (210/955, 22%) or very good (680/955, 71.2%) experience with VCs and felt listened to and understood (904/955, 94.7%). Most patients accessed their VC alone (806/955, 84.4%) except for those aged ≥71 years (23/58, 40%), with ease of joining VCs negatively associated with age (P<.001). Despite more difficulties joining, older adults were most likely to be satisfied with the technology (46/58, 79%). Patients and staff generally felt that patients’ needs had been met (860/955, 90.1% and 453/521, 86.9%, respectively), although staff appeared to overestimate patient dissatisfaction with VC outcomes (P=.02). Patients (848/955, 88.8%) and staff (419/521, 80.5%) felt able to communicate everything they wanted, although patients were significantly more positive than staff (P<.001). Patient satisfaction with communication was positively associated with technical performance satisfaction (P<.001). Most staff members (466/521, 89.4%) reported positive (185/521, 35.5%) or very positive (281/521, 53.9%) experiences with joining and managing VCs. Staff reported reductions in carbon footprint (380/521, 72.9%) and time (373/521, 71.6%). Most patients (880/955, 92.1%) would choose VCs again. We identified three themes in responses: barriers, including technological difficulties, patient information, and suitability concerns; potential benefits, including reduced stress, enhanced accessibility, cost, and time savings; and suggested improvements, including trial calls, turning music off, photo uploads, expanding written character limit, supporting other internet browsers, and shared online screens. This routine feedback, including evidence to suggest that patients were more satisfied than clinicians had anticipated, was presented to relevant Trust stakeholders, allowing for improved processes and supporting the development of a business case to inform the Trust decision on continuing VCs beyond COVID-19 restrictions.ConclusionsThe findings highlight the importance of regularly reviewing and responding to routine feedback following digital service implementation. The feedback helped the Trust improve the VC service, challenge clinician-held assumptions about patient experience, and inform future use of VCs. It has focused improvement efforts on patient information; technological improvements such as blurred backgrounds and interactive whiteboards; and responding to the needs of patients with dementia, communication or cognitive impairment, or lack of appropriate technology. These findings have implications for other health care providers.

Synchronous Display and Whiteboard-Like Freehand Writing App as Teaching Tool for Virtual Classroom amidst the Pandemic

Purpose:The research evaluates if teachers can achieve better teaching outcomes by using a proposed mobile interactive system (MIS) developed for this study as an additional approachtoenhancingteachers'proficiencyinTechnologicalPedagogical and ContentKnowledge (TPACK)in the virtual classroom. Background:According to previous studies,teachers'self-assessmenton TPACKmight be affected by their ego because they have autonomy over the students in the classroom. Some studies suggest that utilisation ofaninteractive whiteboard (IWB) promotes creativity in teaching and learning butthat itisunsuitablefor a virtual environment due to itslargesize andthehigh maintenance costsassociated with owning one in a teacher'sresidence. Besides, some studies also reveal thatallowing the students toassesstheirteachers throughTPACKisable toreduce potential errorswhich might resultfromtheTPACK self-assessmentdone by teachers. Methods:Pre-andpost-experimentswere conductedwith the developed MIS integrated into teaching process. Synchronous display (SD) and whiteboard-like freehand writing (WFW)werefeatures of the MIS integrated into the experimental group. Questionnaires were distributed to the students,and a reflective measurement model was formed usingSmartPLSand IBM SPSS Statistics. Findings:Based onourfindings,teachers'Technological Content Knowledgehad a significant positive effect on TPACK with the inclusion of MIS in online teaching.Predictive relevance wasalsoevaluated throughaQ 2value to predict the endogenous construct of the constructed model. The Q 2valuewasgreater than zero, indicating that the model possesses a predictive relevance. Conclusion:The integration of the developed MIS in the virtual classroom has a significant positive impact on thestudents'academic performance relating to conceptlearningand knowledge acquisition of subject matter.

Synchronous Display and Whiteboard-Like Freehand Writing App as Teaching Tool for Virtual Classroom amidst the Pandemic

Purpose: The research evaluates if teachers can achieve better teaching outcomes by using a proposed mobile interactive system (MIS) developed for this study as an additional approach to enhancing teachers’ proficiency in Technological Pedagogical and Content Knowledge (TPACK) in the virtual classroom. Background: According to previous studies, teachers’ self-assessment on TPACK might be affected by their ego because they have autonomy over the students in the classroom. Some studies suggest that utilisation of an interactive whiteboard (IWB) promotes creativity in teaching and learning but that it is unsuitable for a virtual environment due to its large size and the high maintenance costs associated with owning one in a teacher’s residence. Besides, some studies also reveal that allowing the students to assess their teachers through TPACK is able to reduce potential errors which might result from the TPACK self-assessment done by teachers. Methods: Pre- and post- experiments were conducted with the developed MIS integrated into teaching process. Synchronous display (SD) and whiteboard-like freehand writing (WFW) were features of the MIS integrated into the experimental group. Questionnaires were distributed to the students, and a reflective measurement model was formed using SmartPLS and IBM SPSS Statistics. Findings: Based on our findings, teachers’ Technological Content Knowledge had a significant positive effect on TPACK with the inclusion of MIS in online teaching. Predictive relevance was also evaluated through a Q 2 value to predict the endogenous construct of the constructed model. The Q 2 value was greater than zero, indicating that the model possesses a predictive relevance. Conclusion: The integration of the developed MIS in the virtual classroom has a significant positive impact on the students’ academic performance relating to concept learning and knowledge acquisition of subject matter.

The degree to which Arabic language teachers in government schools in Al Balqa governorate having the skills of an interactive whiteboard from their point of view in light of some variables

This study aims to find out the degree to which Arabic language teachers in public schools in Balqa Governorate possessed the skills of using the interactive whiteboard from their point of view in light of some variables, the study sample consisted of (90) teachers who were chosen randomly.to achieve the objectives of the study, the descriptive approach was used, Where a questionnaire was prepared consisting of (34) items, distributed into three domains of interactive whiteboard skills, whose validity and reliability were confirmed.The results of the study showed that the degree to which Arabic teachers possessed interactive whiteboard skills was moderate, and the results showed that there were no statistically significant differences in the degree to which Arabic language teachers possessed interactive whiteboard skills attributed to gender, directorate or experience, and the results showed statistically significant differences in the degree of teacher possession is attributable to the educational qualification variable.

INNOVATIVE TECHNOLOGIES AND INTERACTIVE LEARNING TOOLS AS A SOURCE OF NEW OPPORTUNITIES

In this paper an attempt to present innovative and interactive learning tools has been made. The concepts such as "innovation", "innovative technology", "interactive learning tools" have been analyzed and defined. Thus, innovation is a novelty, and innovative pedagogical technology is the introduction into practice of original, innovative methods, techniques of pedagogical actions and tools. Under interactive learning tools we consider interactive whiteboards, a multimedia projector. It is spoken in detail about their advantages in the educational process. Much attention is given to novelty and innovative pedagogical technologies, innovative methods, techniques of pedagogical actions and tools. It is reported that forms of innovation can be divided into structural, educational, innovations in scientific and international activities, innovations in the system of professional development of teaching staff and in information support, innovations in employment of graduates. The article is of great help to interactive learning as a special form of organization of cognitive activity where comfortable learning conditions are created and each student feels his success and intellectual ability.

Use of Digital Whiteboard to Engage Undergraduates in Online Studies of Instructor-Generated Biological Diagrams.

ABSTRACTThe development of critical thinking skills is one of the core values of higher education. As an important aspect of visual literacy in the core competencies of undergraduate biology teaching, diagram learning activities have been shown to facilitate students’ gains in understanding biology concepts and improving critical thinking skills. To address a need to scaffold students’ learning processes of the higher-order cognitive skills in Bloom’s Taxonomy via diagram, we have developed an instructional tool using diagrams for online and in-person classes. This teaching and learning tool utilizes a digital canvas created in Microsoft Whiteboard. A diagram of a certain complexity is designed and created by the instructor to model the critical thinking linked to the taught content. Students can work simultaneously to fill in the blanks of the diagram using provided terms and phrases that are derived from lecture slides and aligned with course learning objectives. A moderator, either a peer leader or the instructor, can use this online whiteboard to observe and advise students for their study activities and engage students in discussions in real-time. This customized teaching tool may be particularly useful for introductory biology courses to train first-year students and sophomores to learn biological concepts and mechanisms. More importantly, it helps students comprehend and learn the critical thinking skills embedded in the provided diagrams to prepare them to conduct more complex diagram activities and generate their own diagrams.

IWB integration in the school subject Science

This study investigates the integration of the interactive whiteboard (IWB) into Science teaching during the primary educational cycle and teachers’ perceptions about the use of the information and communication technology (ICT) in the school subject Science. An online questionnaire was distributed to Croatian schools in 2015/2016. A total of 104 teachers expressed their perceptions, 65 of them were from schools without an IWB, while the remaining 39 responded to our online questionnaire from schools with an implemented IWB. The results indicate the higher usage of ICT in schools with an IWB compared to schools without an IWB. Teachers use IWBs and computers mostly once or twice per week and DVDs once per week. Additional results pointed to the positive teachers’ perceptions on technology in linking student motivation to outcome levels in science. The findings reveal the constant education focused on IWB integration, and internet and technical support as a starting point for an innovative practice in science. Future studies are directed to the investigation of the use of technology in all schools in the Republic of Croatia.

Measuring Perceived Attributes of the Interactive Whiteboard for the Mathematics Class

The main purpose of the current study was to develop and validate a scale of perceived attributes of the interactive whiteboard (IW) for the mathematics class. Rogers’ Diffusion of Innovations Theory served as the theoretical framework. Two groups of participants in Turkey were employed in this study. The first group consisted of 350 middle school students (177 female, 173 male). The second group consisted of 557 high school students (288 female, 269 male). The results of confirmatory factor analysis supported construct validity. However, not enough evidence was available to support its convergent and discriminant validity. The results of multigroup analysis supported measurement invariance across two schools—one middle school and one high school. The perceptions of students toward IW were generally positive. We believe that the scale developed for this study can be used in schools in which IW has been implemented and may contribute to educational technology reform efforts by providing metrics for the degree of success in implementing IW specifically and possibly other forms of instructional technology.

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 USE OF INTERACTIVE WHITEBOARDS FOR TEACHING AND LEARNING IN TERTIARY INSTITUTIONS

The study is descriptive survey research that is intended to examine how interactive whiteboards are used in tertiary institutions for teaching and learning. The Ignatius Ajuru University of Education in Rivers State is the study's location. All education students at Ignatius Ajuru University of Education's Faculty of Education make up the study population. The study included 270 pupils as a sample. Using a simple random sampling procedure, candidates were chosen. The interactive whiteboard for teaching and learning at tertiary institutions (TUOIWBFTLTI), a structured questionnaire with 30 items, was utilized as the study's instrument to gather data from respondents. The responses were correlated and a test-retest was used to achieve a reliability coefficient of 0.64. The statistical methods for the investigation were mean and standard deviation. The study discovered that students' interactive whiteboards incorporate different learning styles into a single experience, are spotless and require very little maintenance, and don't require chalk, markers, or any other writing implements. The researcher advises using smart interactive whiteboards for student presentations in light of the findings.

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.

THE ROLE OF MODERN TECHNOLOGIES IN THE EDUCATIONAL PROCESS

The article describes the effectiveness of the use of new information technologies in the educational process. The results of the teacher’s activity in the use of educational information technologies in the classroom, the possibility of interactive whiteboards in the organization of lessons are noted. Information is presented on the results and achievements of the use of computer technology, an interactive whiteboard at different stages of the lesson.

FEATURES OF THE METHODS OF USING INTERACTIVE TEACHING TECHNOLOGY IN LITERARY READING LESSONS IN PRIMARY SCHOOL

The article focuses on studying the peculiarities of using interactive methods and teaching techniques in the lessons of literary reading in primary school. It clarifies the concepts of “interactive”, “interactive technology”, “interactive teaching methods”, reveals the essence of modern views on game education of younger schoolchildren in accordance with the requirements outlined in the Concept of the New Ukrainian School and the State Standard of Primary General Education. Attention is focused on the history of the development of interactive learning in psychological, pedagogical, and methodical literature. The article points out the role of scientific achievements in the development of an important problem of interactive learning of scientists I. Dychkivska, H. Kobernyk, O. Kondratiuk, O. Komar, O. Pyrozhenko, N. Pobirchenko, O. Pometun, A. Panchenkov, O. Pehota, A. Nisimchuk, O. Savchenko, H. Selevko, and others. Different views on the method of using interactive technology in the modern educational process of primary, secondary, and higher education are highlighted. The article describes the characteristic features of interactive learning technology, the use of methods, techniques, and tools for its implementation in primary school classes, in general, and literary reading classes, in particular. Special attention is paid to the game activity of younger schoolchildren, which is an important basis for interactive learning of children of younger school age. The game method is actively used in all lessons in the primary education system, as while playing, pupils learn about the world, reveal their abilities, learn to think critically, share their experiences, and borrow the experience of other children in constant interaction. The article attempts to describe the game as a kind of interactive method in the lessons of literary reading, to demonstrate various options for its application, such as working in pairs, small groups, etc. Interactive games within the framework of the specified technology encourage children of primary school age to interact both with the teacher and with individual pupils of the class in various educational situations, in a relaxed environment, as well as in working with a textbook, various didactic materials, innovative teaching aids, such as a tablet, computer, interactive whiteboard.

Developing Cost-effective Cybersecurity Management System for Academic Institutions in Saudi Arabia

Technology in the recent years has dramatically invaded the education system and profoundly changed the classroom landscape, especially in modern universities. Internet of Things (IoT) devices, such as automated attendance tracker, interactive whiteboards, etc., are significantly utilized to create a positive and engaging classroom atmosphere. Unfortunately, some emerging universities deploy these smart tools before establishing an effective cybersecurity management system to protect critical characteristics of information, i.e., confidentiality, integrity, and availability. The cybersecurity management system in academic institutions is the most-targeted system for cyberattacks, which is growing rapidly and hits businesses worldwide every day. To shed lights on the impact of this critical problem, we introduce a cybersecurity management system designed specifically for academic institutions based on Saudi Arabia. The paper also looks closely at the best practices and the adoption of international information security management standards deployed in worldwide academic institutions.

Electronic Whiteboard as Educational Medium for Higher Institution Students against the Scourge of Covid-19 in Nigeria

Electronic Whiteboard as Educational Medium for Higher Institution Students against the Scourge of Covid-19 in Nigeria

Research on the Current Situation and Countermeasures of the Integration of Information Technology and Physical Education

Under the background of informatization, the innovation of teaching mode in vocational colleges has been promoted, and a variety of teaching methods have been derived, such as electronic whiteboard and micro class, which provide technical support for teachers to carry out teaching. In the physical education curriculum of vocational colleges, physical education teachers can introduce information technology, optimize teaching mode, enrich the content of physical education curriculum, increase the interest of physical education curriculum, stimulate the enthusiasm of students to participate in physical training, and lay a solid foundation for the improvement of students' physical quality. The application of information technology in physical education has many advantages, and it also puts forward higher requirements for physical education teachers. Physical education teachers need to innovate their teaching concepts, recognize the advantages of information technology, use their spare time to continuously learn information technology knowledge, improve their information technology literacy, and create a good learning environment for students. From the perspective of practical teaching, there are many problems in the integration of information technology and physical education, which can not achieve the ideal teaching effect and limit the development of students. Therefore, physical education teachers in vocational colleges should combine the students' learning situation, give play to the advantages of information technology in teaching, and improve the efficiency of physical education classroom teaching.

Covid-19: Transformation of Edtech in India from Real to Virtual: An Analysis of Issues and Challenges by University Students in Tamilnadu

Edtech refers to innovative technical implementations in the classroom teaching management. In-classroom tablets, interactive outcrop screens and whiteboards, online fulfilled delivery, and MOOCs are all examples of EdTech. However, the existing crisis of the COVID-19 pandemic forced the intact planet to confide on it for learning. To estimate the university student’s perceptions, evaluate their experiences, recognize their barriers, challenges of e-learning during the COVID-19 pandemic, and examine factors influencing the getting and use of e-learning as a tool teaching within higher education. Data was collected using a Google form questionnaire among Students of University in Chennai. Researcher prepared the Percentage Analysis, Mean Analysis, Chi-square Analysis, This study highlights the challenges and factors influencing the acceptance, and use of e-learning as a tool for teaching within higher education.

Investigation of Teachers’ Reflections on Countrywide Tablet PC and Interactive White Board Initiative in Turkish Schools

The Turkish government made a significant decision in 2012 to transform its educational system and improve educational outcomes through technology. For this purpose, a consortium among different ministries initiated the “Movement of Enhancing Opportunities and Improving Technology” (FATİH) project with the aim of providing each K-12 student with a Tablet PC and every classroom with an Interactive Board using a high-speed Internet connection. Therefore, this study was designed to investigate teachers’ reflections on this countrywide technology integration initiative. In 2012 a pilot study in 52 public schools in 17 cities in Turkey was initiated. Participants consisted of 54 teachers in 11 of the pilot schools. Details from teachers’ reflections on technology use in teaching and learning as well as issues and problems they faced during the pilot study are provided. Participatory observations, structured interviews, and focus group meetings were held to collect data to answer the research questions. These data were analyzed using content analysis principles. Concerns-Based Adoption Model (CBAM), Technological Pedagogical Content Knowledge (TPACK), and Technology Acceptance Model (TAM) were used as the guiding framework to interpret this study’s results. Based on the principles of these three conceptual frameworks, results indicated several factors affected teachers’ effective use of technology. These factors can be categorized as teachers’ concerns, pedagogical issues, and attitudes toward technology use. Based on these results, in-service teacher training programs, including technological and pedagogical aspects on Tablet PC and interactive board use, are offered for teachers to improve their knowledge and embrace new technology. These results also provided important insights for policy-makers about the dynamics of countrywide technology integration projects

Effect of the interactive whiteboard on mathematics word problems: evidence from Kuwait

Effect of the interactive whiteboard on mathematics word problems: evidence from Kuwait