Interactive Whiteboard Research Articles

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

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

PENERAPAN PENGGUNAAN PAPAN TULIS DIGITAL TERHADAP HASIL BELAJAR SISWA PADA OPERASI HITUNG PECAHAN DI KELAS 5C SDN KEBRAON 2 SURABAYA

The purpose of this classroom action research is to determine the level of effectiveness of using virtual whiteboards in online learning and also students' perceptions after using virtual whiteboards during learning. The subjects in this study were 5th grade students of SDN Kebraon 2 which consisted of all students who took part in online learning. This research is a research that uses a quantitative approach. The data used were taken from the results of the pre-test and post-test of students in working on 20 questions of fractional counting operations. The use of a digital whiteboard has an effect on increasing grades in learning fractional arithmetic operations. Based on the pre-test results that have been given, the results have increased by an average of 4.5 points. Students also feel more able to enjoy the lesson and understand the lesson more deeply.

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 egosbecause 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.

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.

Professional training network: Knowledge management, innovation, and entrepreneurship

In the COVID-19 era, the traditional classroom was replaced by the electronic whiteboard, revealing a gap between academic, professional, and work training. The goal of this project was to answer this question: Are there significant differences between the knowledge management published in the literature regarding to the observations of the present study? To answer this question, a qualitative exploratory study was carried out with in-depth interviews and discourse analysis of three participants in a professional training network. The categories of training, knowledge, innovation, and entrepreneurship were established as axes of the training agenda. A structure of categories and indicators was found that explain the differences between the training models. In relation to the literature consulted that highlights the transfer of knowledge between actors, the importance of technologies, devices, and networks for establishing compatibility between training demands and institutional and organizational resources is discussed in both, the checked literature, and the present study.

Human, Social, and Intellectual Capital in the COVID-19 Era: Establishing the Agenda. Framing, Plausibility, and Verifiability in the Repositories

The health and economic crisis caused by the SARS CoV-2 coronavirus and the COVID-19 disease has accelerated the emergence of an informational economy focused on the use of electronic networks. The impact of this scenario on education led to the transition from the traditional classroom to the electronic whiteboard. The objective of the present work is to analyze the relationships between human, social, and intellectual capital. A model showing the prevalence of human capital creation—as indicated by data processing in the virtual class-room and self-management of knowledge—was established.

The teaching of Architecture and the online Learning

This Manual aims to provide a framework of best practices for a blended flexible training activity in architectural Higher Education. In 2017, the year in which we built the application, within the ArchéA research we were interested in understanding how to combine ICT (Information and Communication Technology) with university teaching in Architecture. We thus hypothesized to experiment with the use of electronic blackboards, tablet and other instruments to be used in teaching, in particular, the architectural project. In practice, we were looking for tools that were useful in the project developed in the shared teacher-student activity laboratories.

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.

INTERACTIVE WHITEBOARD AS A MEAN TO ENHANCE LEARNERS’ ENGAGEMENT IN LANGUAGE LEARNING

The application of Interactive White Boards (IWBs) has been well-recognized in educational contexts, especially in language learning and teaching. The paper aimed to explore the perception of English as Second Language (ESL) learners with IWB activities regarding engagement. In the study, 50 freshmen experienced the implementation of IWB in a semester (14 weeks). Semi-structured questionnaires and focus-group interviews were employed to explore learners’ behavioral and emotional engagement. Data were analyzed based on themes in the two categories of engagement. The results showed that positive behaviors gained, including learner participation, concentration, and persistence. Regarding emotional engagement, learners also confirmed the enhancement in their enjoyment and interest.

The use of online technologies in the process of training future music teachers

Modern graduates of higher educational institutions should be able to independently process information and be ready to acquire and use knowledge throughout their professional life. The actual task of education in the conditions that have formed in the world is the development of new educational technologies, which are added almost every year. The virtual world is becoming more and more diverse. The use of digital platforms is a pressing issue at a time when almost all information and activities are moving into the virtual world.
 The article substantiates the use of digital platforms Zoom and Padlet, which are new in teaching technology. The issues of implementation of educational technologies in the process of training future teachers of musical art are considered. The capabilities of the web interface, which is the Padlet interactive whiteboard, which makes it quite popular in the education system, are analyzed. Using the capabilities of a virtual online whiteboard refers to new educational technologies. In-depth capabilities of work on the Zoom platform are shown. It has been shown, that the use of a multifunctional service affects the development of communicative and organizational skills of students. The process of connecting digital platforms Zoom and Padlet with music computer technologies is shown with specific examples. The organizational issues of conducting a practical lesson on arranging musical works using digital platforms are considered. The stages of preparation for arrangement are presented. An algorithm for creating a phonogram of a school song using Zoom and Padlet technologies, individual work and work in groups, which is one of the main issues of modern education, is shown. At the same time, the development of an integrated approach to the organization of effective educational activities in the conditions of an information and educational environment is relevant at the present time

Cognitive functions and personality traits of students in different educational environments

Introduction. Scientists suggest that the systemic digitalization of the educational process includes the bio-psycho-social development of schoolchildren. These changes will affect the speed of reactions, the quantity and quality of perceived information, the cognitive styles used in its processing, the peculiarities of assimilating and mastering knowledge in a new digital format, compared with traditional methods of presenting information. The purpose of the study is a comparative analysis of the level of development of cognitive functions and personal characteristics of schoolchildren from educational institutions using traditional and digital learning. Materials and methods. The study involved 6th grade students from two schools in Belgorod (N = 80 schoolchildren). In one of them, learning is carried out in the traditional way, in the other, ICT is mainly used (digital interactive textbooks, interactive whiteboards and other electronic educational resources). Among the empirical methods used were observation and conversation, standardized diagnostic techniques for the study of cognitive processes, emotional and personal characteristics of adolescents. Methods of mathematical statistics (Mann-Whitney U-test,) were used to process the research results. Results and discussion. It has been empirically proven that there are differences in the level of development of cognitive functions and personal characteristics of schoolchildren from general education institutions with traditional forms of education (TS) and institutions using primarily ICT (ICTS). It has turned out that TS students have a higher level of logical thinking (р≤0,001; Uemp=398); however, the level of mental fatigue among schoolchildren from ICTS is lower (р≤0,000; Uemp=204); Teenagers from TS are less emotionally dependent on the Internet (р≤0,000; Uemp=431), and in educational activities they are more anxious (р≤0,000; Uemp=105) and emotional (р≤0,000; Uemp=225). Schoolchildren from ICTS show a great dependence on the Internet, although they admit that they sometimes have problems with both physical and mental health (р≤0,001; Uemp=453).

A STUDY ON TEACHING COMPETENCE OF PRIMARY STUDENT TEACHERS WITH INTERACTIVE WHITEBOARD TECHNOLOGY

The main objective of this study is to find out the significant difference of primary student teachers (Diploma in Elementary Education) in teaching competence towards the interactive whiteboard (i.e., Smart Board) concerning the locality.The survey method was used in the present study.The teaching competence scale developed and validated by the researcher has been used for collecting the data.The findings of the study were a significant difference between the rural and urban primary student teachers in their teaching competence whereas there is no difference between arts and science group student students.

ЗАСОБИ І МЕТОДИКА ONLINE НАВЧАННЯ ФІЗИКИ В ТЕХНІЧНОМУ УНІВЕРСИТЕТІ

In this paper, we discuss technological and methodological problems that occur during synchronous distance learning. The technological problem is associated with the choice of software products for conducting such classes. It is shown that, instead of the well-known Zoom webinar program, it is possible to use simultaneously one of the webinar programs (Google Meet, FreeConferenceCall or others) and the interactive whiteboard, for example, IDroo, LiveBoard, Jamboard, Twiddla, or others. The technical characteristics of these boards in some respects are more advanced than the whiteboard in the Zoom program. Methodological problems relate to the definition of forms and methods of lectures, practical and laboratory classes, as well as the semester exam. Our survey showed that 1) 78% of students perceive the lecture material better if the form of its presentation is similar to the traditional one; 2) 71% of students prefer to see mathematical expressions written using a Power Point presentation, in which a gradual step-by-step derivation of formulas is implemented. In order to control students' work at the beginning of each online lecture we conduct an express test control of the knowledges of the previous one, and at the end we offered to make a copy of their synopsis and save it in Google Classroom. Students’ grades for the test and synopsis were taken in account when setting the total rating score. Laboratory exercises were carried out using the created virtual labs. To create visual representations of the virtual models, we prepared short videos that illustrate the main stages of work. The most difficult was to conduct the exam in a distance form. We used the test form of exam. To avoid the exchange of correct answers to test items each student dot individual tasks. To reduce the possibility of communicating with strangers during the exam, students performed tasks with the video camera and microphone turned on. All of this reduced the likelihood of academic integrity of the students. Key words: physics, synchronous distance learning, lecture webinar, labs, exam.

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.

New Educational Technologies and Tools in Future Teachers’ Preparing for Professional Activities in a Multicultural Society

Ethno-cultural diversity of the population of Ukraine actualizes the problem of preparing future teachers and educators for professional activities in a multicultural society. The legislative, normative, and conceptual framework of intercultural education in Ukraine is listed. The achievements of international organizations have been taken into account and creatively developed: UN, UNESCO, UNICEF, The Council of Europe. The author’s approach to the interpretation of the essence of intercultural competence is revealed, which provides the teacher with the ability to understand and respect the cultural diversity of modern Ukrainian society, understand its value as a resource for the development of personality and society, and use in practice the educational and socializing potential of cultural diversity. The structure of the intercultural competence is outlined, which combines personal-psychological, cognitive, procedural-activity components. The model of the formation of future teachers’ intercultural competence was developed and implemented at the H. S. Skovoroda Kharkiv National Pedagogical University. The model assumes the construction of the content of the process of forming intercultural competence on the basis of a comparative acquaintance of future teachers with the traditional culture of different peoples and its implementation in the educational process, pedagogical practices, extracurricular and research activities of students; the use of innovative forms, methods and techniques of work: interactive, training, game, project; purposeful impact on the emotional sphere of the student's personality (work with moral dilemmas and multimedia resources); creation of an educational environment for intercultural communication in a pedagogical university. The media resources used in the process of forming the intercultural competence of future teachers (films of the Docudays festival, cartoons of the “Lullabies of the Worldˮ project, clips of the video project “Made in Ukraineˮ, etc.), as well as digital tools (virtual interactive whiteboards Padlet, Google Jamboard, service for creating presentations and instant polls Mentimeter, an online tool for creating interactive Wordwall games).

Use of the Interactive Whiteboard within early years practice: Lived experiences of kindergarten educators in Malta

This paper presents a reflective appraisal of my doctoral research wherein I investigated if and how the Interactive Whiteboard (IWB), as a technology-enabled tool, supports/challenges teachers into transforming their pedagogical practices from the teachers’ perspectives in Maltese kindergarten classrooms. Activity theory (AT) as the main theoretical lens was adopted to examine the concepts of the IWB a technology-enabled tool, the early childhood educator’s role and the pedagogical activity within this specific dynamic sociocultural context. This paper highlights the key findings emerging from participative observation and interview methods grounded in qualitative methodology. The personal narrative provides a deeper insight into the researcher-insider relationship, its implications and contribution to bringing out the reality experienced. Data was analysed using a content analysis approach. Findings revealed how these educators perceived the use of the IWB and how the tensions experienced were related to lack of professional development and support both in technical and pedagogical aspects. The role of the educator was found to be key in enabling change and innovation. The study has enriched the local literature giving a voice to the kindergarten educators as well as providing recommendations for future policy and practice.

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 0.79 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.

Management of Modern Technologies for Quality Educational Delivery in Public Universities in Rivers State, Nigeria

The study was spurred by poor maintenance and inadequate provision of modern technologies in universities in Rivers State, hence the need to manage the few modern ones available for quality educational delivery in public universities in Rivers State, Nigeria. The study was guided by three research questions and three hypotheses. Adopting an analytic descriptive design, the population consisted of all the 2,330Senior Lecturers in the three Universities in Rivers State, out of which a sample size of 349 was drawn, using stratified random sampling technique representing 15% of the population. A researcher-made instrument, titled Management of Modern Technologies for Quality Educational Delivery Scale (MMTQEDS) with 34 items was used. Face validity was ensured by experts in the relevant areas. The internal consistency reliability coefficient of 0.89 for MMTQEDS was computed, using Cronbach Alpha statistical method. Mean and standard deviation were used to answer the research questions, while One-way Analysis of Variance (ANOVA) was used to test the null hypotheses at 0.05 alpha level of significance. It was found, among others, that e-library, computer-based instruction, interactive white board and network provision do not receive preventive and routine maintenance as a management measure, in order to keep them in their best performance status for quality service delivery. Based on the findings, it was recommended, among others, that all the academic staff, non-academic staff and students should be made to undergo computer training, in order to be internet and technology compliant.

ON DEMAND: Jammin' Right Along: Using Google Jamboard to Engage Students Online

For instructors who traditionally teach in-person, the pandemic has presented new challenges, particularly how to engage students online. The presenters, who are teaching librarians and adjunct faculty members, primarily taught in-person before the pandemic and had to quickly adapt their in-person toolkit to the distance learning environment. Over the past two semesters, they have experimented with different tools and platforms for engagement, including digital whiteboards, which allow students to share ideas, demonstrate understanding, and collaborate with peers. During this session, they will focus on Google Jamboard, a collaborative digital whiteboard which presents an exciting alternative to Zoom or Blackboard Collaborates’ whiteboards. The presenters will detail how they have used Jamboards to facilitate synchronous learning activities such as concept maps, brainstorming sessions, reflections, and more. All participants will receive the Jamboard templates for the activities showcased in the video, which can be easily adapted for any class or presentation.Key Takeaways:1) Participants will be able to describe Google Jamboard features and tools for student engagement.2) Participants will be able to identify at least one Jamboard activity or feature to use in their own context.