Interactive Whiteboard Research Articles

How Effective is AI in Whiteboard?

A whiteboard is an effective and interactive tool. Earlier people were using blackboard, but nowadays we prefer to use whiteboard instead because of its versatility. It is being used in explaining a concept, visualizing ideas, brainstorming and presenting information, group collaboration etc. For people who are working or studying remotely online interactive whiteboards came into existence. An online whiteboard is a protean digital tool that emulates the functionality of a physical whiteboard in a virtual space. The beauty of an online whiteboard lies in its capability to grease real- time collaboration and communication among individualities or brigades, anyhow of their geographical locales. There are different online whiteboards that are present in market today e.g. Miro, Limnu, Microsoft whiteboard etc. Artificial Intelligence is one emerging technology in IT field which is useful in almost every sector. There are many researches on how AI is useful in education and professional environment. In this paper we have researched about how AI can be used to make whiteboard more effective. Keywords:-Artificial Intelligence, whiteboard, protean, brigades.

Family Engagement in Action: An evaluation of a peer navigation team in community-based paediatric rehabilitation 

Introduction: Grandview Kids is a not-for-profit children’s treatment centre that supports nearly 17,000 children and youth with physical, communication and developmental needs in Ontario, Canada. An integral part of the interdisciplinary and family-centred approach is the inclusion of peer navigation through the Family Engagement Team (FET). For a decade, the FET has grown to eight Peer Navigators who are parents of Grandview clients or were a Grandview client as a child. To date, the FET has not undergone a formal evaluation to assess its strengths and identify areas of improvement.
 Aims, objectives, theory or methods: This oral presentation aims to highlight the outcomes of a SWOT (strengths, weaknesses, opportunities and threats) process evaluation of the Grandview Kids’ FET. The project embodied a participatory utilization-focused evaluation, which included co-designing the evaluation questions and intended outcomes alongside multiple stakeholders within the organization. Methods were carefully selected based on the scope of the project. A series of group consultations with Peer Navigators and one-on-one interviews with the organization’s senior leaders produced qualitative data. A digital whiteboard and verbatim transcripts aided in the development of a SWOT analysis: strengths, weaknesses, opportunities, and threats.
 Highlights or results or key findings: Key results are presented following a SWOT framework. Strengths included leadership support/commitment? to grow the FET programs, lived experience of Peer Navigators, and supportive interdisciplinary teammates. Weaknesses included feelings of responsibility to support/assist families above and beyond the scope of work, a lack of workplace policies across disciplines in relation to the FET, and a lack of program monitoring. Opportunities included support for peer navigation to be embedded into government initiatives and embracing online technology to broaden the reach of family-centred care and family voice as a pillar of the organization’s values. Threats included unclear roles and shared responsibilities across disciplines, risk of unstable staffing, limited access to client health record information, and risk of changes to government funding programs that impact successful family engagement. Interestingly, comments on program supports and impedances were shared among Peer Navigators as well as senior leaders.
 
 Conclusions: Peer Navigators are highly valued members of the Grandview Kids’ interdisciplinary team; however, more work is required to ensure the effective integration of health and social care. Formal recommendations are made at the conclusion of this process evaluation, which has broad applicability to hospital and community-based care settings.
 Implications for applicability/transferability, sustainability, and limitations: The Family Engagement Team at Grandview Kids has surpassed 10 years of service to the families of the Durham Region. Key lessons learned about the integration of family voice passed the point of consultation are applicable to all healthcare settings and will be shared in this presentation.
 

CURRENT TEACHING METHODS IN THE DISTANCE COMMUNICATION FORMAT

Currently, the distance learning format is of great relevance. The primary objective of this mode of education is to establish a secure learning and working environment for all participants in the educational process. Within the distance learning framework, material delivery can take on either an asynchronous approach (where students engage with the material independently, without direct teacher involvement) or a synchronous one (in real-time).
 Asynchronous formats encompass a range of tools and platforms such as Google tools, website creation (using appropriate platforms), educational platforms (New School, Matific), recordings of educational material (video lessons, video instructions), online tests (Google Forms, LearningApps, ClassTime), interactive whiteboards (Padlet), student project activities (Google Presentations), quizzes (Kahoot, myQuiz, Quiziz), and various other forms of interactive learning.
 Given the current circumstances and the unexpected shift to distance learning, teachers proactively engage in planning and creating chat spaces with students. Utilizing messengers streamlines communication, with chats serving as a platform for sharing homework updates, providing consultations to applicants, and conducting surveys – essentially, planning synchronous training.
 In the synchronous mode, various means are employed for presenting material. Video conferences, facilitated through platforms like Meet, Zoom, Discord, Skype, and FreeConferenceCall, are the most prevalent communication method in remote conditions. Meetings are arranged using pre-established links or QR codes. This format is versatile, extending its use to online discussions, voting, and consultations.
 Long and boring online lessons are not the best way to teach. Therefore, teachers should use and combine different teaching methods to help learners learn effectively. Modern methods, gadgets and programs make it possible to bring the level of online learning closer to live communication with students.

Research of Flipped Teaching to MICE Students’ Learning Interests and Learning Effectiveness

The integration of information into teaching through methods such as e-classrooms, interactive whiteboards, and the widespread adoption of “e-textbooks” provided by publishers has equipped educators with dynamic and engaging instructional models. This is progressively becoming the norm in the educational landscape. Recently, flipped teaching methods have received significant attention. By providing online resources and multimedia materials for students to review before class, teachers can allocate more classroom time to facilitating discussions about the lesson. In this study, an experimental investigation was conducted using flipped teaching in an educational setting that focused on training students for exhibitions. The objective was to evaluate the influence of flipped teaching on students’ interest in learning and overall academic effectiveness. According to the experimental findings, the group taught using flipped teaching methods outperformed the traditionally taught control group in terms of learning interest. This demonstrates that flipped teaching has the potential to stimulate student interest. Furthermore, the group that was taught through flipped teaching demonstrated superior learning effectiveness compared to the traditional teaching group, indicating that flipped teaching can enhance academic outcomes. These research results can serve as a valuable reference for future enhancements in teaching. The goal is to create a more relaxed and autonomous learning environment for students by replacing traditional textbook learning with information technology-integrated teaching.

Using the opportunities of the interactive board during mathematics lessons

The article conveys the capabilities of using interactive whiteboards during lessons of mathematics by analyzing aspects of interactive whiteboard software including; graphical interfaces, software functionality, educational tools, and student progress tracking. As well as displaying the possibilities and advantages of interactive whiteboards during lessons of mathematics by highlighting topics «Derivatives and its applications».

Dual application of interactive whiteboard technology to develop students’ clinical judgment skills

BackgroundNew graduate registered nurses are entering clinical practice with deficient clinical judgment skills. MethodsA convergent parallel mixed-methods design was used to describe and evaluate interactive whiteboard technology (IWB) as a method for development of students’ clinical judgment skills. ResultsDual application of IWB technology facilitated dynamic, interactive learning in the classroom and simulation laboratory and provided multiple opportunities for students to practice and hone critical thinking and clinical judgment skills. ConclusionThe novelty of this study lies in the unique procedures and methods used in the implementation of IWB technology to develop students’ clinical judgment skills. The culmination of data indicates IWB technology promotes clinical judgment skills by providing a visual platform for the early identification of patterns and cues, facilitating team communication and collaborative decision-making. Future quantitative research is needed to examine the effects of IWB technology on clinical judgment to develop generalizable evidence for nursing education.

Conceptual Change in Life Sciences Learning: The Impact of Teaching Tools on Knowledge Representation

This article explores the impact of tool-method combinations on conceptual changes, comparing the use of interactive whiteboards (TFM-IWBs) and traditional blackboards (TFM-TBBs). These combinations are integrated with traditional teaching methods (TFM) for educational purposes, focusing on natural science topics in Grade 9. The study analyzes specific changes in knowledge representation using qualitative approaches and a quasi-experimental design. The results show student knowledge structure variations depending on the tool-method combination used. The TFM-TBB combination primarily affects declarative knowledge, while TFM-IWB more significantly influences procedural and conditional knowledge. Hence, there is an impact of tool-method combinations on conceptual changes. This research recommends further investigating how different tool-method combinations affect learning outcomes across various subjects and educational levels.

Digital Competencies in Ukrainian Education of the Future: Teaching and Assessment

The acquirement of digital competencies in the times of global digitalisation of society is an urgent task for the educational system. Being a part of the globalised world Ukraine needs to further improve the learning process based on digital technologies. The aim of the study was to determine the state of digital competencies in Ukrainian education by analysing the learning and assessing the skills of students. Quantitative and qualitative analysis were used in this paper. 120 students from different educational institutions of Ukraine were involved in the study, representing different professional fields. The students were selected based on pre-developed criteria: a student of a higher education institution, a combination of participants from different specialities and different educational levels, and experience in using digital technologies. A random sample was used in the study. Subsequently, it was stratified based on education levels and age groups in order to ensure proportional representation. The results indicated a high level of awareness of the importance of developing digital competencies for professional growth among modern students. The results showed that modern digitalisation processes have become a factor in the introduction and development of innovative teaching methods. For this reason, it is important to introduce methods of individualised learning using adaptive technologies, the use of virtual and augmented reality to improve learning. Such tools as a PC, laptop, smartphone, interactive whiteboards that have become commonplace for Ukrainian students. The conclusions noted that more than half of the respondents stated that their educational institutions created necessary conditions for digital competencies development. Forty-two percent considered that such conditions were not sufficient, which may be due to insufficient funding, lack of developed technical infrastructure. The implications influence the development of curricula in Ukrainian education, prompting the integration of digital competencies as a core component.

Digital Whiteboards as a Form of Effective Communication in Blended Learning environment

The present study offers a constructivism-informed answer to the question what to do in post-Covid environment when school-goers share an almost universal assumption that studying does not necessarily mean being at school. To pursue this goal, the survey method is used in exploring students’ changed perceptions of learning. These perceptions arguably stem from the past 2 years of lockdowns when blended learning became the only form of reaching both on-ground and online students attending the same classes. The focus is on a technology specifically designed to improve computer-mediated communication and enhance its role in student motivation and the evaluation of both the quality of educational results and the process of their achievement in blended learning environment. The survey, conducted with high school students, gives grounds to optimize electronic courses and encourages a re-conceptualization of the application of blended learning during on-ground classes in the light of students’ perceptions for streamlining the educational process in terms of both time and resources.

Teaching Optimization of Thermal and Fluid Machinery in the Post-Pandemic Era

Abstract Higher education has been crucially impacted by the pandemic during the past years. Despite the associated challenges, a wide portfolio of digital literacies has been developed for the delegates. This work evaluates the introduction of digital tools into in-person education. The “Process Optimization” course at Mälardalen University (MDU) is reformed to operate in a digitally enhanced classroom mode. The course covers a variety of optimization methods applied on thermal and fluid machinery such as systems of compressors, pumps and heat exchangers, heat and power plants, aircraft trajectories, and propulsion systems. The constructive alignment is presented to illustrate links between learning objectives, learning activities, and assessment tasks. A series of digital tools is introduced to elevate learning experience prior, during, and after class time. Those comprise digital quizzes, a video channel, polls, a digital whiteboard, and a digital forum. The course is systematically instrumented, yielding a vast set of statistics for evaluating the effectiveness of digital tools as well as engagement levels for learners. The contribution of digitalization into standardizing the formative and summative assessment is discussed. It is observed that digital tools complement the participation into pre- and postclassroom activities. An interactive and digitalized course evaluation activity is also designed. This allowed learners and educators to productively exchange feedback in an inclusive manner. The accrued data provide insight into the impact of digitalization on the delivery of an applied engineering course. Lessons learnt comprise quantitative and qualitative outcomes arising from the perspectives of both learners and teachers. Guidelines and recommended practices are provided for the penetration of digital tools into synchronous and asynchronous learning activities. This paper identifies opportunities as well as space for improvement arising from the penetration of digital tools into the new era for education.

Innovative Educational Technologies: European Experience and its Implementation in the Training of Specialists in the Context of War and Global Challenges of the 21st Century

The objective of this article is to dissect the European encounter with pioneering educational technologies in the face of the 21st century's global challenges. The methodologies employed encompass theoretical content analysis and empirical survey techniques. The outcomes underscore the core of the innovation concept in education, along with the theoretical underpinnings guiding the integration of innovations within European pedagogical frameworks. Drawing from empirical measurements, several assertions are substantiated. Notably, the significance of the learning environment emerges, alongside educators' general inclination toward embracing innovative educational approaches in contrast to traditional teaching methods. Worth highlighting is the European Union's provision of specialized programs aimed at honing proficiency in working with groundbreaking technologies via internships. In Germany, the "Promotion an Hochschulen in Deutschland" initiative is exclusively tailored to train research and instructional personnel for the country's higher education establishments. France's Sorbonne University offers dedicated courses to augment digital prowess. Correspondingly, in England, the Centre of Excellence for Teaching and Learning is dedicated to fostering the professional advancement of aspiring educators, guaranteeing their possession of pertinent proficiencies. These mobile internships for European educators have evolved into a standard practice for nurturing digital literacy. Participation in such endeavors is characteristic of contemporary European educational hubs, further propelling educators' preparedness and growth within the digital epoch. The conclusions underscore the assorted array of innovations employed by instructors, encompassing platforms, interactive whiteboards, mobile applications, and cloud services.

Organization of Distance Learning in Google Meet in Modern Conditions

The aim of the article is to analyze the key aspects of distance learning organization on the Google Meet platform through the prism of modern digital educational trends and globalization challenges. The study is based on pedagogical knowledge theoretical methods (analysis and synthesis), dialectical and systematic method, as well as on the SWOT-analysis opportunities. In results it is underscored several key strengths, including user-friendly features, robust security measures backed by Google Corporation, an accessible interface, and valuable functionalities such as the digital whiteboard application that empowers educators to illustrate educational content and live subtitles that enhance inclusivity. However, it is worth noting that Google Meet's compatibility issues with certain devices pose potential challenges in educational settings. Addressing these limitations presents an opportunity to ensure the continued effectiveness of Google Meet as the primary digital conduit for distance learning. The scientific novelty of the study reveals that the platform offers distinct advantages and notable drawbacks, all of which merit careful consideration when planning educational activities. For example, vulnerabilities are the difficulties in launching on certain mobile devices, the limitation of the free version. The conclusions summarize the results of the research and note that the important advantages of the service are the support of the Google Corporation, the accessibility of the interface and the convenience of using digital tools. It is proposed to further develop the integration of the service with the company's products.

Cloud technologies for the development of digital communication competence

The article presents the cloud technologies, especially open-source, necessary and important for the training and development of digital communication skills in pupils and students. The ways in which these technologies can be exploited for the effective development of the mentioned competence are explained. The formulated recommendations are addressed to both educational institutions and teaching staff and the main beneficiaries: pupils and students. One of the main results is the correspondence diagram between the descriptors of digital communication competence (interaction and communication, content sharing, involvement in social life, collaboration, netiquette, digital identity management, communication and collaboration security) and cloud technologies (e-mail, video conferencing, educational platforms, forums, online interactive whiteboards, express assessment applications, speech development platforms, blogs, websites, concept maps, document editing applications) that support the development of these descriptors.

The Use of Virtual Whiteboards in the Process of Teaching Biological Disciplines

The article deals with one of the urgent problems of our time – the possibility of implementing the educational process remotely. In order to present modern approaches to the organization and conduct of the educational process using information and communication technologies between the teacher and the student in the educational process, a list of available virtual whiteboards was presented, an analysis of their advantages and disadvantages was carried out. The article focuses on the ways of adaptive use of virtual whiteboards in the process of teaching biological disciplines. The authors draw attention to the possibility of using the Padlet virtual whiteboard when conducting biological disciplines based on a trilingual education system. The article provides practical recommendations for creating an online Padlet board, for using the ZOOM platform features as a whiteboard. The authors point out that the Padlet virtual whiteboard has a number of advantages and can be effectively used both during science lessons and after school hours. The authors note that virtual whiteboards should not be used as a place to demonstrate educational materials, but as a joint space that allows creating a common educational product with students attending classes remotely, increasing their participation in the educational process. Considering that the use of an interactive online whiteboard is an integral part of the modern educational process, the authors conclude that the Padlet virtual whiteboard is a technologically ideal option.

The seewo interactive whiteboard (IWB) for ESL teaching: How useful it is?

The perceived usefulness (PU) of a technology is critical for its final adoption; however, what makes an interactive whiteboard (IWB) perceived useful remains unclear. This study aims to investigate how pre-service teachers perceive the usefulness of Seewo interactive whiteboards for ESL (English-as-a-second-language) instruction. We recruited 80 pre-service ESL teachers, divided them into 16 groups, provided five weeks of training, and conducted focus group interviews to gather qualitative feedback. The data were analyzed using grounded theory techniques with the aid of the software Nvivo. Three research questions were addressed: how pre-service ESL teachers perceive the usefulness of Seewo IWB in terms of its functions that enhance the learning process (PU-process), how they perceive the usefulness of Seewo IWB in terms of its functions that improve learning outcomes (PU-outcome), and how they perceive the non-usefulness of Seewo IWB. The findings shed light on the determinants of the perceived usefulness (PU) concept, which is crucial for fostering a higher intention to accept technology.

The Use of E-Learning Tools for Teaching English in High School

The study was devoted to the analysis of impact of using e-learning tools for teaching English in high school. The special attention was paid towards the implementation of e-learning at the Ukrainian institutions of secondary education. The purpose was to explain the peculiarities of using e-learning tools for teaching English in high school and to evaluate their efficiency in different classroom conditions. The study had to solve the following tasks: (1) explain the usage of e-learning tools in Ukrainian high school and to evaluate their efficiency; (2) assess the level of foreign language competence among high school pupils; (3) describe learners’ perceptions towards using e-learning tools; (4) outline the key challenges when e-learning tools are integrated into the curriculum. Both quantitative and qualitative approaches were applied to answer the research questions. The purposive sample involved 78 high school pupils representing one institution of secondary education of universal profile where English is an obligatory subject and is taught 3 hours per week. The findings showed that a number of e-learning tools are used in the process of teaching English, particularly Learning Management Systems, virtual classrooms, interactive whiteboards, games and simulations, online libraries, communication tools, language learning application. It was found that Zoom, Moodle, Google classroom, SMART board, Kahoot!, and Quizlet are the most preferrable by pupils when they study English. According to the respondents, pupils appreciate the possibility to access course materials at any time, using interactive elements, improved assessment activities, better engagement, increased motivation, enhancement of learning experience. But the survey showed that Ukrainian high school pupils face technical issues, time management problems, home distractions, limited interaction, lack of motivation and unclear assessment procedures. The findings will be useful for learners, educators, parents, school administrators, curriculum developers, and technology providers to make the appropriate improvements within the educational process.

Stakeholder-Driven Intervention Development for Dialysis Trials Using a Design Sprint Methodology

Stigma contributes to ineffective treatment for pain among individuals with kidney failure on dialysis, particularly with buprenorphine pain treatment. To address stigma, we adapted a Design Sprint, an industry-developed structured exercise where an interdisciplinary group works over 5 days to clarify the problem, identify and choose a solution, and build and test a prototype. Adapted Design Sprint which clarified the problem to be solved, proposed solutions, and created a blueprint for the selected solution. Five individuals with pain and kidney disease receiving dialysis, 5 physicians (nephrology, palliative care, and addiction medicine) and 4 large dialysis organization leaders recruited for specific expertise or experience. Conducted through online platform (Zoom) and virtual white board (Miro board). Descriptions of the Design Sprint adaptations and processes. To facilitate patient comfort, a patient-only phase included four 90-minute sessions over 2-weeks, during which patient participants used a mapping process to define the critical problem and sketch out solutions. In a physician-only phase, consisting of two 120-minute sessions, participants accomplished the same tasks. Duringa combined phase of two 120-minute sessions, patients, physicians, and large dialysis organization representatives vetted and developed solutions from earlier phases, leading to an intervention blueprint. Videoconferencing technology allowed for geographically diverse representation and facilitated participation from patients experiencing medical illness. The electronic whiteboard permitted interactive written contributions and voting on priorities instead of only verbal discussion, which may privilege physician participants. A skilled qualitative researcher facilitated the sessions. Challenges included the time commitment of the sessions, absences owing to illness or emergencies, and technical difficulties. An adapted Design Sprint is a novel method of efficiently and rapidly incorporating multiple stakeholders to develop solutions for clinical challenges in kidney disease. Stigma contributes to ineffective treatment for pain among individuals with kidney failure on dialysis, particularly when using buprenorphine, an opioid pain medicine with a lower risk of sedation used to treat addiction. To develop a stigma intervention, we adapted a Design Sprint, an industry-developed structured exercise where an interdisciplinary group works over 5 days to clarify the problem, identify and choose a solution, and build and test a prototype. We conducted 3 sprints with (1) patients alone, (2) physicians alone, and (3) combined patients, physicians, and dialysis organization representatives. This paper describes the adaptations and products of sprints as a method for gathering diverse stakeholder voices to create an intervention blueprint efficiently and rapidly.

Peculiarities of using electronic learning tools in preschool educational organizations

Peculiarities of using electronic learning tools in preschool educational organizations

Using an interactive whiteboard in the educational process in a modern college

Using an interactive whiteboard in the educational process in a modern college

Technology integration in geometry teaching and learning

Technology advancement provides an opportunity for helping both teachers and students to solve and improve mathematics teaching and learning performances. This systematic review aims to add to the discussion through a comprehensive overview of the integration of digital technologies into the teaching and learning of geometry at the secondary school level. A systematic literature review was conducted following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, with a focus on publication trends, types of technologies used, types of contributions, learning domains and research methods. Twenty-nine articles published between 2010 and 2022 were searched from the ERIC database. The findings showed that the majority of the articles were published in 2015 and the technologies that were used were GeoGebra, augmented reality, computer animation package, video-based cooperative, graphing calculator, micromedia flash, Powtoon animation, learning management system, interactive whiteboard, digital simulations-applets, iPads and tablet. Most of the reviewed articles focused on the effectiveness of the technologies in geometry teaching and learning. The findings indicated that the majority of the reviewed articles used quantitative research methods followed by qualitative methods studies. It is suggested that other studies be conducted with other databases and focus on challenges of integrating technology into the teaching and learning of geometry.