Interactive Whiteboard Research Articles

Using the interactive whiteboard for teaching from the viewpoint of physics teachers in the Sultanate of Oman

Interactive whiteboards are provided in most schools in Oman, including those in the Al-Batinah North Governorate of the Sultanate, but many are not activated. Some teachers abandon them despite their presence and prefer to use the traditional blackboard or whiteboard for teaching. This study reveals the views of physics teachers in the Al Batinah North Governorate about the use of the interactive whiteboard for teaching physics. This study adopts a descriptive approach to collecting data from 377 male and female physics teachers, undertaken in the second semester of the 2017-2018 academic year. Statistical analysis shows that the teachers’ responses to the tool were positive and profound, and there were no significant differences in their views about the effectiveness of using interactive whiteboards for teaching due to the variables of gender, educational qualification, or years of experience. This result is satisfactory because of the similarity of the job environment for all members of the sample, which leads to the absence of a difference in the viewpoints of male and female teachers. In light of the results, the study recommends holding workshops and training courses for teachers to develop their skills in using the interactive whiteboard in teaching and conducting similar studies in other provinces with larger samples to generalize the results.
 Keywords: interactive whiteboard; teaching; physics teachers; Oman

Digital instructional practices to promote pedagogical content knowledge during COVID-19

ABSTRACT This report documents the adaptations made by three teacher educators in an early childhood teacher preparation programme in New York City when classes were transitioned to digital environments due to COVID-19. Through qualitative methods that included reflection, observation notes, and systematic discussion, four themes emerged of promising digital practices that model effective teaching and promote pedagogical content knowledge. These practices include the use of breakout groups, an interactive whiteboard, an interactive agenda, and community-building activities. The authors hope to support teacher educators globally by illustrating specific practices that facilitate student engagement and model pedagogical practices for pre-service teachers.

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

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

SMART lecture as modular visualization of mathematical information in higher education

The article reveals the problem of teaching higher mathematics to students studying in non-mathematical areas of training, based on the process of modular visualization of mathematical information. The relevance of the study is confirmed by foreign and domestic psychological and pedagogical studies on the development of visual thinking, the foundation of which is the discovery of the functional asymmetry of the cerebral hemispheres. The purpose of the article is to identify the effectiveness of using SMART-lectures in teaching higher mathematics for the process of developing visual thinking, which helps to increase the effectiveness of teaching. The study is carried out by integrating interactive computer technology and visual education in higher mathematics. Solving research problems is aimed at using interactive computer technologies, in particular, at using interactive whiteboards in teaching higher mathematics. The concepts of modular visualization, visual training are revealed, the main means of visual training, interactive computer technologies are given and explained, referring to the analysis of various approaches to their interpretations. For the first time, a SMART lecture is described and justified as one of the interactive forms of organizing visual education in higher mathematics, which contains all the components of visual education identified by the author. The effectiveness of SMART lectures for the process of developing visual thinking in teaching higher mathematics, which contributes to the effectiveness of learning, has been experimentally substantiated. The necessity of visual means of interactive computer technology as an integral part of modern education is emphasized. It is concluded that the implementation of such interactive forms of organizing visual education in higher mathematics as a SMART lecture promotes the development of visual education in teaching higher mathematics, activates students in the educational process, thereby increasing the effectiveness of training.

Electronic interactive panel as a modern mean of professional training of future physics teachers

The article gives a theoretical justification for the effectiveness of the interactive panel as a modern mean of preparing future physics teachers for professional activities. The technical and didactic properties of the interactive whiteboard and the principles of its use are singled out. Based on the analysis of psychological, pedagogical and professional literature, the essence of the concepts "teaching aids", "technical teaching aids", "interactive teaching aids" is revealed. The author's definition of the concept of "learning tools" is given. The classification of the concept of "learning tools" on various grounds: the nature of the representation of the surrounding reality, the application in the educational process. The article describes the difference between the concepts of "electronic interactive whiteboard" and "electronic interactive panel". The didactic possibilities of electronic interactive panels as an effective teaching tool used to prepare future physics teachers for professional activities are highlighted, the advantages of their use in the educational process are described. The didactic functions of the electronic interactive panel – managerial, adaptive, informative, integrative, interactive, motivational, communicative, developing and educational are considered. The article describes the possibilities of using an electronic interactive panel used in the professional activities of a physics teacher, which will provide increased attention, increase motivation for learning and cognitive activity, activation of mental activity. The problems which are solved by mean of use of the electronic interactive panel in the course of teaching of physics in establishments of higher education are considered.

Improvement of Memory and Motivation in Language Learning in Primary Education through the Interactive Digital Whiteboard (IDW): The Future in a Post-Pandemic Period

This paper presents an analysis of the use of an interactive digital whiteboard (IDW) and a computer application called Action Manager (AM), with a sample of 158 sixth-grade students in primary education. Subsequently, a study was carried out with the main goal of testing the didactic functioning of AM and examining the validity of this application, in terms of motivation and the retention of both short and long-term memory when teaching foreign languages in primary education. In order to fulfil these objectives, we performed a positivist exploratory study based on a quantitative methodology combining qualitative aspects (qualitative evaluation) and quantitative aspects (questionnaires) as well as a descriptive method with a survey design. The data collection was performed using instruments, specifically the Extrinsic vs. Intrinsic Orientation Scale, to ascertain the motivational impressions of the students and two memory tests, the Test of Memory and Learning (TOMAL) and the Children’s Memory Scale (CMS). Forty-five days later, the two memory tests were repeated to compare the results with the previous ones. After this experience, the results allowed us to conclude that the students demonstrated optimal memorization from a conceptual point of view, in addition to having improved their motivational impressions.

COVID-19 pandemic and clinical psychology placements: a provisional psychologist's perspective.

COVID-19 pandemic and clinical psychology placements: a provisional psychologist's perspective.

Effect of the Interactive Whiteboard on Vocabulary Achievement, Vocabulary Retention and Learning Attitudes

Effect of the Interactive Whiteboard on Vocabulary Achievement, Vocabulary Retention and Learning Attitudes

Digital Literacy Tools to Enhance English Reading and Writing Skills: A Detailed Literature Review

This study examines, explore and analyse the factors which enhance students’ English reading and writing skills through digital literacy tools. Literature was reviewed to gather and select important research papers for this study, and the research articles reviewed were of the qualitative, quantitative and mixed-method in approach. Areas such as digital literacy tools, communication (reading & writing) skills, TPACK teaching model and socially shared cognition theory were given position. Digital literacy tools comprised of tablets, laptops, computers, digital interactive whiteboards, digital audiobooks, videos, smartphones and multimedia and so on. Vocabulary, phonic awareness, reading comprehension, reading fluency and reading with expression are of the factors of reading skills while grammar skills, spelling and vocabulary, writing simple and compound sentences, rearranging the jumbled words to correct sentences and writing paragraphs are the factors of writing skills. A conceptual framework (DLTCTC) was developed by the researcher while carefully exploring the literature.

Использование информационно-коммуникационных технологий в обучении экономике учащихся основной школы

The author of the article outlines that the problem of teaching methods is one of the most important in pedagogical science and practice of school teaching, since teaching methods are the main tools with which a tutor teaches the basics of science to students, develops their cognitive abilities, ensures personal development and forms a scientific worldview. The article formulates the role of information and communication technologies (ICT) in the educational process. The pedagogical experiment of using ICT in teaching economics to primary school children is described. The purpose of the research is to form economic knowledge in primary school children using information and communication technologies. Method of research. The following methods were used in the study: comparison, analysis, observation and experiment. The experiment was conducted among 24 schoolchildren who were divided into a control and experimental group. A variety of ICTs were used: an interactive whiteboard, reference and multimedia Internet resources, social networks, various messengers, presentations made in the Microsoft Power Point program, as well as using the Prezi service. Research result. In the control group, the average level of economic knowledge increased by more than 40%. The number of schoolchildren with an average and high level of economic knowledge in the experimental group increased by 3 and 2.5 times. Conclusions are made about the possibility of using ICT in teaching economics to school children.

Detection of batch activities from event logs

Organizations carry out a variety of business processes in order to serve their clients. Usually supported by information technology and systems, process execution data is logged in an event log. Process mining uses this event log to discover the process’ control-flow, its performance, information about the resources, etc. A common assumption is that the cases are executed independently of each other. However, batch work – the collective execution of cases for specific activities – is a common phenomenon in operational processes to save costs or time. Existing research has mainly focused on discovering individual batch tasks. However, beyond this narrow setting, batch processing may consist of the execution of several linked tasks. In this work, we present a novel algorithm which can also detect parallel, sequential and concurrent batching over several connected tasks, i.e., subprocesses. The proposed algorithm is evaluated on synthetic logs generated by a business process simulator, as well as on a real-world log obtained from a hospital’s digital whiteboard system. The evaluation shows that batch processing at the subprocess level can be reliably detected.

Застосування smart-технологій у підготовці майбутніх фахівців

The article considers the use of smart technologies in the training of future professionals. The functions of smart-technologies are covered. It is emphasized that smart-technologies are successfully used in the field of education and training. A special place is occupied by computer educational multimedia systems, which allow to deepen knowledge, reduce the duration of training, increase the number of students per teacher. Improving the effectiveness of training in modern free economic education is impossible without the introduction of smart-technologies in the organization of the educational process. The function of smart-technologies and multimedia technologies is that they use a source of new content information, take on certain functions of both teacher and student, have the characteristics of different types of visualization. If interactive information is presented through a multimedia projector on an interactive whiteboard, the effectiveness of learning is significantly improved Multimedia systems are successfully used today in the field of education and training. A special place is occupied by computer educational multimedia systems, which allow to deepen knowledge, reduce the duration of training, increase the number of students per teacher. Improving the efficiency of education in modern free economic education is impossible without the introduction of new forms of organization of the educational process. Thus, future professionals will constantly use multimedia technologies in their professional activities. It is important to teach students to use them correctly, to acquaint them with the maximum benefits of these learning tools and valuable information resources. High school teachers need to be clear that multimedia technology is a powerful and effective learning tool that allows for more diversified methods of involving students in education.

Окремі аспекти використання сучасних цифрових комплексів vernier dynamics cart and track system під час лекційних демонстрацій

The current level of development of science, technology and modern technologies requires humanity to have a large number of competencies: flexibility of thinking, creativity, rapid adaptation to new conditions and tasks, and others. The National Strategy for the Development of Education in Ukraine for the period 2012–2021 provides for a large number of actions, the implementation of which will increase the efficiency of the educational process based on the implementation of the achievements of psychological and pedagogical science, pedagogical innovations, information and communication technologies. The Ministry of Education and Science of Ukraine, responding to the requirements of modern society, introduces modern information and communication technologies into the educational process. Provides educational institutions with modern computers, interactive whiteboards, other various and various digital devices. This trend is positive and helps to improve the overall educational process, its efficiency, accessibility in institutions of both general secondary education and in higher education institutions. Thus, the task of educational institutions of all levels is to ensure the ability of complexes of students to carry out independent activities with the help of existing modern innovative equipment, modern innovative kits, digital measuring systems. Considering the educational process in higher education institutions, we understand that it should be built in such a way that student learning should meet the goals of advanced learning. Therefore, graduates of pedagogical institutions of higher education must be ready to work with new technologies. The latest digital equipment, complexes, digital laboratories – is a new generation of natural laboratories, designed to conduct frontal and demonstration experiments, laboratory work at the modern scientific and technical level. The use of new digital laboratories allows to supplement knowledge, expand the horizons in other related fields. Therefore, the article considers the feasibility of using modern digital measuring systems in the educational process.

ИЗПОЛЗВАНЕ НА ФОТОГРАФИИ В ОБУЧЕНИЕТО ПО ФИЗИКА В СРЕДНОТО УЧИЛИЩЕ

Physical objects, phenomena, laws and theories are studied in high school physics. They can be presented through various visual aids such as experiments, diagrams, graphics, photographs, videos and more. Our focus is on educational photographs as a means of visualizing physical objects and phenomena. Educational photographs’ merits are presented. They can be used in all types of physics lessons. For example, lessons for new knowledge or solving problems, laboratory or seminar lesson. Important didactic functions that they perform are considered such as illustrating of physical objects, technical application of studied laws and phenomena, solving problems during the lesson or for independent work and creating problematic situations. The emphasis is on the so-called photo tasks, which solution can be realized with the help of an interactive whiteboard. The use of digital photography in physical educational experiment is also considered. A model of the activity of the teacher and the students in conducting physics laboratory work is proposed. A methodology for using digital photography in physics demonstration experiment is presented.

Technology and the Professional Development of Teachers: A Proposed Integrated Model of Technology Adoption (IMTA)

The professional development of teachers is an essential issue that should be considered to ensure a good quality of active lessons and therefore, improve student learning. This paper was formed based on a PhD study that investigated teachers’ use of the Interactive Whiteboards (IWBs) and their training needs in Saudi Arabia. Seven female teachers were observed when using IWBs in their lessons and interviewed. This paper mainly discussed and compared three models of professional development in using technology which are: Burden (2002), Beauchamp (2004), and Concerns-Based Adoption Model (CBAM) (Hall and Hord, 2006). As a result, a new model called the Integrated Model of Technology Adoption (IMTA) was produced based on the outcomes of the current study and was also inspired by Beauchamp model (2004). Keywords: Effective use of IWBs; Professional Development of Teachers; Integrated Model of Technology Adoption. DOI: 10.7176/JEP/11-20-02 Publication date: July 31 st 2020

Innovation and technology to strengthen the learning of Calculus

The proposal aims to improve the learning process of differential and integral calculus by applying dynamic teaching strategies and the use of technological resources. Participatory methodology in a space where meaningful content are managed, updated, space and the environment with different spatial distributions depending on the type of work is controlled, posters theorems and formulas alluding to the subject are presented. The work can be individual or collective. It represents an intellectually complex work applying various skills in real world situations. Multiple elements are integrated: A server, internal network WiFi, electronic whiteboard, projector, mobile devices.

Italian education’s view of cinema: from suspicion to media education

From the outset, Italian education has been interested in the message of films and cinema’s power of persuasion. Prior to the advent of television, education viewed cinema with suspicion for the alleged damage it caused to the minds of young people. Later, it would view cinema as a means of fascist ideological propaganda. From the 1920s onwards, schools would use cinema as a teaching aid through the so-called “educational cinema”. Since 1960, schools have aimed to teach formal analysis and film content. On the threshold of the new millennium, the revolution in school autonomy obliged every educational institution to independently manage the financial resources allocated to them. This involved the arrival in schools of external experts who were entrusted with media education: they were supported by an internal tutor while the school coordinated the professionals who spe-cialized in cinema; meanwhile the subject teacher entered the Internet era with the innovation of the interactive whiteboard, assuming the role of multimedia author. Thus began the training of teachers within schools, who were registered on the national list of Visual Education Workers.

Penggunaan Teknologi Informasi dan Komunikasi dalam Sistem Manajemen Pembelajaran pada Masa Pandemi Covid 19

The purpose of this study is to examine the use of information technology in management systems in tertiary institutions in Indonesia which are still not maximally and evenly utilized both in terms of equipment and management. This research is an international journal study. The results of input resource research include visualizer / document camera, computer, whiteboard, student response system, and application program. Output resources include projectors, interactive whiteboards, and displays: monitors, televisions and more. Finally, other ICT equipment includes digital cameras, switchers, digital recorders, and other innovations. Conclusions, discussion of solutions to overcome obstacles in the form of uneven infrastructure that supports the application of this technology in education and the unpreparedness of human resources to utilize information and communication technology in the learning process.
 Keywords: Information Technology, Communication, Learning Management

Agricultural Extension and Advisory Officers? Familiarity and Competence for Application of ICTs in Agricultural Advisory Services Delivery in Imo State, Nigeria

This paper examined the familiarity and competence of agricultural extension staff with and in use of ICT devices for communication to and with farmers. The specific objectives were to ascertain extension officers ’ familiarity with ICT devices; identify perceived ICT capability competence of extension officers; and identify perceived challenges facing extension staff use of ICT devices. One hundred and twenty (120) extension staff of the Imo ADP were purposively selected and interviewed. Percentage and mean were used to analyse the data. The findings reveal that the extension agents were familiar with radio, television, computers, internet, projector, printer, ipads, ipods, web-boards, interactive white boards among others. They have the ability to use computers, knowledge of the internet, use computers to solve problems, data processing and sending text messages - Lack of training in ICTs, poor infrastructure, and poor power supply, high cost of ICT devices and high cost of maintenance were challenges facing extension personnel in ICT use. To improve ICT use by extension offices, training should be given regularly to staff, availability of maintenance shops be encouraged and cost of ICT device be brought low.

Árbol ABC para el desarrollo lógico matemático en Educación Inicial

La investigación tuvo por objetivo determinar la efectividad del software educativo Árbol ABC como un recurso didáctico innovador para el desarrollo lógico matemático de los niños de Educación Inicial de la Unidad Educativa San Rafael de Honorato Vásquez. La investigación es de tipo cuasi experimental con pre y postest. Los resultados obtenidos reflejan cambios significativos en el proceso de enseñanza aprendizaje en cuanto al desarrollo lógico matemático de los niños, a pesar de presentar un mínimo de dificultad por parte de los niños en el uso de las herramientas digitales mediadoras como la pizarra digital y el lápiz óptico que se utilizaron para la implementación del software. Se demuestra que la aplicación del software educativo Árbol ABC para el desarrollo lógico matemático en educación inicial fomento significativamente al proceso educativo.