Use Of Interactive Whiteboards Research Articles

Interactive whiteboards: do teachers really use them interactively?

The aim of this quantitative study is to examine high school teachers’ use of specific features of interactive whiteboards (IWBs). During the 2012–2013 academic school year, 535 teachers in pilot schools from 10 provinces under the FATIH Project (Movement of Enhancing Opportunities and Improving Technology) participated. Data were collected through a three-factor usage level scale developed by the researchers and analyzed through descriptive statistics and non-parametric tests. No significant difference was found between the use of the interactive features of an IWB and sex, education level, or subject area. However, a significant difference was found between the use of interactive features and professional experience, city, computer ownership, in-field IWB training, previous IWB experience, usage duration, frequency of use, and the case of suggesting the use of IWBs to other teachers.

Agriculture Teachers’ Use of Interactive Whiteboards (IWBs): Teachers’ Perceptions of Innovativeness and Technology Integration

The purpose of this descriptive-correlational study was to assess the level of innovativeness of Oklahoma secondary agricultural education teachers regarding their use of the interactive whiteboard (IWB). The study also sought to determine if relationships existed between teachers’ IWB innovativeness scores and selected personal and professional characteristics. The findings of this study revealed that as a teacher’s age and years of teaching experience increased, his or her perceived level of innovativeness regarding use of interactive whiteboards (IWBs) decreased. Therefore, younger and less experienced teachers were further advanced in Rogers’s (2003) innovation-decision process. In addition, this study found that a majority of the agriculture teachers were in the implementation and confirmation stages of the innovation-decision process. Implications and recommendations point to creating professional development experiences for teachers in the knowledge and persuasion stages of the innovation-decision process to learn about effective use of IWBs, to acquire procedural or “how-to” knowledge of the IWB, and to have opportunities to practice using it. Additional research should examine how the use of IWBs affects student learning and achievement in school-based agricultural education.

A Thematic Review of Interactive Whiteboard Use in Science Education: Rationales, Purposes, Methods and General Knowledge

In Turkey and many other countries, the importance of the interactive whiteboard (IWB) is increasing, and as a result, projects and studies are being conducted regarding the use of the IWB in classrooms. Accordingly, in these countries, many issues are being researched, such as the IWB’s contribution to the education process, its use in classroom settings and problems that occur when using the IWB. In this context, the research and analysis of studies regarding the use of the IWB have important implications for educators, researchers and teachers. This study aims to review and analyze studies conducted regarding the use of the IWB in the field of science. Accordingly, as a thematic review of the research was deemed appropriate, extant articles available in the literature were analyzed using a matrix that consisted of general features (type of journal, year and demographic properties) and content features (rationales, aims, research methods, samples, data collections, results and suggestions). According to the findings, it was concluded that the studies regarding the use of IWBs were conducted due to deficiencies in the current literature. However, there are rare studies in which the reasons for the research were associated with the nature of science education. There were also studies that focused on the effects of the IWB on student academic success and learning outcomes. Within this context, it is evident that there is a need for further research concerning the use of IWBs in science education and for studies regarding the effect of IWBs on students’ skills.

Efficacy of Interactive Whiteboard on Psychomotor Skills Achievement of Students in Isometric and Orthographic Projection

This paper discusses importance of technology education and evidences of declining performance of junior secondary school students in basic technology subject. Potentials on interactive whiteboard (IWB) as one of the new technologies to meet the challenges of the 21stcentury are also discussed. The efficacy of IWB for teaching Isometric and Orthographic projection concepts in Technical Drawing aspect of Basic Technology was determined using a pretest-posttest, non-equivalent, non-randomized quasi-experimental design. A 2x2x3 factorial design was employed. Ninety Four (49 males and 45 females) and (31 high, 51 medium and 12 low achievers) JSS-1 students from two secondary schools in Abuja Metropolis made-up the sample. The schools were randomly assigned to experimental and control groups. The experimental group was taught selected concepts of Isometric and Orthographic Projections using IWB and (Chalkboard) traditional method were used for the control group. A validated Basic Technology Achievement Test (BTAT) comprised of 25-item multiple-choice object test was employed for data collection. The reliability coefficient of BTAT was 0.88 using Kuder-Richardson (KR-20). The hypotheses were tested using ANCOVA and Scheffe post-hoc analysis. Results revealed that the students taught with IWB performed better than the control group. Also, high achievers performed better than medium and low achievers respectfully. The IWB was found also to be gender friendly. Based on the findings, it was recommended that the use of IWB should be encouraged in Nigerian schools.

The effect of technology on learning democracy

Purpose – The purpose of this paper is to discuss how the use of information technology in schools can influence students’ democratic comprehension. Design/methodology/approach – First, two different ideas of democracy are introduced and how these ideas are linked to cognitivistic and social constructivistic learning theories, respectively, is illustrated. Next, a case study is described, where Engeström’s mediational triangle is used for analysing how the use of interactive whiteboards (IWB) influences the teaching of democracy in a fifth-grade school class. Findings – The paper lists a set of preconditions and recommendations for a use of IWB as support for students’ experience of democracy as a way of living. Research limitations/implications – As the paper focuses on research design and development of didactical designs, future research and articles can further study the effects of the didactical designs and the democratic comprehension supported hereby. The paper is set in a Danish school context. Practical implications – It is argued that the IWB can be used as support for developing the students’ democratic comprehension by focusing on and, if necessary, changing the elements of the activity system, e.g. the rules and the roles concerning the use of the IWB. Originality/value – The paper’s linkage of democratic ideas, learning theory and information technology is relevant for researchers. Teachers can use the paper, as it offers didactical principles for using information technology as support for students’ democratic comprehension.

Interactive Whiteboard Use in High-Tech Science Classrooms: Patterns of Integration

Interactive whiteboard (IWB) use has been associated with increased student motivation, engagement, and achievement, though many studies ignore the role of the teacher in effecting those positive changes. The current study followed the practice of 28 high school science teachers as they integrated the IWB into their regular classroom activities. The extent of teachers’ adoption and integration fell along a continuum, from the technologically confident “early adopter” to the low-use “resistant adopter.” Patterns of use are explored by extracting data from representative teachers’ practice. Science-specific benefits of IWB use, barriers to integration, and lessons learned for professional development are discussed.

The factors affecting acceptance and use of interactive whiteboard within the scope of FATIH project: A structural equation model based on the Unified Theory of acceptance and use of technology

Purpose of this research is to explain the factors affecting high school teachers' acceptance and use of interactive whiteboard within the scope of FATIH project according to the Unified theory of acceptance and use of technology (UTAUT, Venkatesh et al., 2003). The study was designed using causal research design in order to examine the cause-effect relationship between the variables. Sample of the study consists of 158 teachers, determined via criteria sampling, who have participated in the study voluntarily. Data has been collected using a 7 points Likert scale, developed for this study, which covers UTAUS's factors and variables featuring interactive whiteboard acceptance and use of the teachers. The collected data has been analyzed with simple and multiple linear regressions and structural equation model. The findings have shown that performance expectancy, effort expectancy and social influence had positive effects on behavioral intention; behavioral intention and facilitating conditions had positive effects on the usage time of interactive whiteboard.

Matematik Öğretmenlerinin Derslerinde Etkileşimli Tahta Kullanımına İlişkin Görüşleri: Artvin İli Örneği

The goal of this research is to determine the opinions of teachers about the use of interactive whiteboard. In the study, phenomenology design, a part of qualitative research approach, was used; individual interviews were held with a total of 14 mathematics teachers who were working in secondary schools in Artvin city center. In the interviews, teachers were required to state the effects of above mentioned technology on education process in terms of teacher and students, to explain how they benefit from interactive board technology in their classes, and to mention the problems that they face while using this technology. The obtained data was analyzed qualitatively. As a result of the data analysis, it was determined that teachers benefit from interactive boards in mathematics class for visualization and concretizing concepts. In addition to this, it was seen that they used it as a projector in order to solve more problems and solve them faster. On the other hand, teachers, who were determined to have some negative thoughts, stated that they had problems because of the inability to use such devices and some technical problems, resulting from insufficient infrastructure.

Adult Learners’ Perceptions of the Use of Interactive Whiteboards in University Classrooms

The purpose of this study was to investigate adult learners’ perceptions of the use of Interactive Whiteboards (IWBs) in a university classroom in Taiwan. The participants were undergraduate students in a Master’s program. Research data were obtained through students’ interviews, site observations, and students’ reflective journals on the course website. Interviews were conducted with six adult learners who were also working professionals. The research data indicate that adult learners valued the benefits of using IWBs in instruction and workplace learning and pointed out that instructors’ readiness and competence determine the effectiveness of IWB integration in classrooms. Another important finding revealed in this study suggested that instructors need to develop creative IWB lesson plans that fully utilize the advantages of IWBs in order to ensure that IWBs are effectively and continually used in adult education/training settings.

Integration of interactive whiteboard in Swedish preschool practices

This paper aims at exploring the roles preschool teachers give technologies in mathematics education and the ways they structure their mathematics learning activities using interactive whiteboard (IWB) as a technological artefact. Data collected from observations of three preschool teachers embedding IWB in a preschool practice in Sweden provided the primary data sources. The findings suggest that the use of IWB in preschool can be viewed as ‘Multisensory resources to engage young children's reasoning’, ‘Challenging young children to engage in problem-solving activities’ and ‘Taking the child's interest as a point of departure’. This study also highlights the importance of preschool teachers' pedagogical and technological knowledge that shape and mediate the ways they embed IWB in preschool pedagogical practices.

Pre-Service and In-Service Teachers’ Perceptions toward White Board System Prior to Actual Experience

Using sample of survey data by pre-service and in-service teachers attending at a regional campus, this study examined how undergraduate and graduate students, in education major, perceived interactive white boards (IWB), and described implications of how the system can be used effectively, based on student-centered pedagogy. Although the participants saw a great potential to facilitate learning interaction and to promote student engagement with the IWB, issues of product training and funding for purchase were mainly concerned. Additionally, this study suggested that the participants' current perceptions toward the use of IWB may shift to more or less positive, if granted the opportunity to operate IWB in their local schools, since perceptions are transitioned through real life experience

Preschool teachers’ reasoning about interactive whiteboard embedded in Swedish preschools

This paper aims to investigate the ways in which teachers enact the interactive whiteboard (IWB) in Swedish preschools in relation to preschool children’s mathematical learning. Data collected from interviews with four preschool teachers have provided the opportunity to consider the potential of IWB to facilitate a creative approach to young children’s mathematic education. The findings suggest that IWB use in preschool is mostly viewed as “Space for children to involve in problem-solving situations”, “Supporting collaborative learning and mutual negotiation”, “Goal-oriented mathematics learning facilitated by IWB” and “Retaining children’s interest in learning activities”. This study also highlights the importance of teachers’ technological knowledge and skills in mediating the interaction and facilitating the use of IWB in preschool pedagogical practices.
 Corrected and republished 2019-08-23.

Interactive and multimodal pedagogy: A case study of how teachers and students use interactive whiteboard technology in primary science

Teachers make pedagogical decisions in their planning and use of interactive whiteboard (IWB) technologies. Intentional teaching incorporating IWB and interactive planning software requires deliberate selection and sequencing of digital resources. The research reported in this paper explored and documented teacher and student use of IWB technology in two Western Australian primary science classrooms. Our case study research applied a social constructivist perspective and drew from principles of pedagogical interactivity and multimodal representation. Ethnographic microanalyses resulted in the generation of principles of practice with IWB technology, which were illustrated by classroom examples of technical and conceptual interactivity in intentional primary science teaching.

Interactive Whiteboards in Mathematics Teaching: A Literature Review

An interactive whiteboard (IWB) is a relatively new tool that provides interesting affordances in the classroom environment, such as multiple visualization and multimedia presentation and ability for movement and animation. These affordances make IWBs an innovative tool with high potential for mathematics instructional environments. IWBs can be used to focus on the development of specific mathematical concepts and to improve mathematical knowledge and understanding. The aim of this paper is to review the existing literature upon the use of interactive whiteboards (IWBs) in mathematics classrooms. The reviewed studies offer a wide view of IWBs’ affordances, of the more interesting didactic practices, and of the difficulties of embedding this new technology in the classroom. The capabilities of IWBs to enhance the quality of interaction, and, consequently, to improve conceptual mathematical understanding are broadly recognized. Despite these capabilities, evidence from the studies points to a certain inertia on the part of many teachers to do anything else than use IWBs as large-scale visual blackboards or presentation tools. The emerging view of how to attempt to overcome these obstacles is that there is need for greater attention to the pedagogy associated with IWB use and, more specifically, to stimulate the design of new kinds of learning environments.

The Crossroad of Technology: Does IBW Develops The Creativity Of Elementary School Students?

The article discusses the possibilities of the development of creative writing skills of primary school pupils while using interactive whiteboard. Creative writing skills are described with respect to the features of creative thinking: anticipation of the title of narrative corresponding to the essence of the story (originality); disclosure of the topic of narrative according to the number of statements described (elaboration); logic and sequence of narrative (flexibility); structure of narrative and anticipation of its main parts (fluency).
 The problem of the research is to determine how application of interactive whiteboard in educational practice effects creative writing skills of primary school pupils. The object of the research is the development of creative writing skills of primary school pupils while using interactive whiteboard. The research aims at evaluating the influence of the use of interactive whiteboard as an additional learning tool to the improvement of creative writing skills of primary school pupils.
 The study conducted by authors during Lithuanian language lessons in primary grades showed that interactive whiteboard can have a positive effect on pupils’ creative writing skills if it is used as addition rather than an alternative tool. This was ensured by authors’ chosen methods of teaching narrative writing: interactive whiteboard was used as a traditional board during the first three lessons while the forth lesson was dedicated to interactive teaching with the full use of interactive whiteboard and its possibilities. Results show that educational effectiveness of interactive whiteboard to pupils’ creative writing skills depends on the appropriate use of its complex components in educational practice.

We Need Change! The Interactive White Board in the EFL Context

A noteworthy number of studies have explored the effect of using technology in language teaching and learning, in changing settings and contexts, and the majority accredit that the use of technology in language teaching and learning can promote enhancements in students’ learning process. Currently, studies are no more searching whether ICTs can improve learning, but how an effective learning can benefit of particular technologies adopted in particular learning situation for achieving particular learning outcomes. In this context, Prensky (2007) states that “ there is very little research as yet on technology’s effectiveness in education, and much of that has been qualitative in nature”. One such technology is the Interactive White Board (IWB) which is gaining particular attention for second and foreign language learners. The purpose of this research study is to determine the effect of the use of interactive whiteboards as an instructional tool on student engagement. Specifically, the desire is to see if student engagement in the learning process is increased while using an interactive whiteboard. It also attempts to investigate the following research questions: Does the use of the interactive whiteboard affect university students’ engagement? How do teachers perceive the impact of interactive whiteboards on their students learning outcomes and on their classroom teaching practice? The findings will be discussed in relation to learning theories in addition to psycho-pedagogical outcomes for the use of the IWB in the EFL context. DOI: 10.5901/ajis.2013.v2n3p379

Interactive Whiteboard factor in Education: Students' points of view and their problems

The main purpose of this study is to investigate the students’ viewpoints and the problems they face during the use of Interactive Whiteboard (IWB). This research has been applied on 202 students in primary school and high school in Ankara. In this study, the quantitative data were collected through “IWB Survey Questions” (Student Views). To identify any significant differences in terms of gender and duration of using IWB for students’ views, t-test and one-way ANOVA were used. No significant differences were found in terms of gender. There is a clear difference between primary school and high school students’ views about the use of IWB. During this study it was observed that students generally had a positive attitude towards the use of IWB. Students identified teachers’ inefficiency to use IWB, technical problems, insufficiency of e-materials and their wonders about the radiation and eye health as problems.

Use of Interactive Whiteboards as a Teaching Method in School-Age Nutrition Education

Use of Interactive Whiteboards as a Teaching Method in School-Age Nutrition Education

Understanding the intention to use interactive whiteboards: model development and testing

The effective use of an interactive whiteboard (IWB) in teacher-education institutions depends strongly on student teachers' intention of using it. Despite the recent surge in published research on the widespread applications for IWBs in teaching and learning, few have developed a model to elucidate the factors which influence student teachers' behavioural intentions (BIs) regarding the use of IWBs. The aim of this study was to develop a model which demonstrates the variables that affect student teachers' intentions and which also explain their interactions. The proposed research model is based on previous models of technology acceptance. Six variables (technology self-efficacy (TSE), performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating condition, and BI) were selected to build a model for this study. Structural equation modelling was used as the main technique for data analysis. The research model was found reliable and valid, the findings being based on a self-reported survey of 156 student teachers in Australia. Of the seven hypotheses which were formulated, five were supported by the findings. From the effect sizes, the dominant determinant of BI was found to be PE, this being followed by TSE, EE, and SI.

Schools in the Digital Age: teachers’ training role in the innovative use of the Interactive Whiteboard

This paper deals with a case study research (IWB@Trento) conducted in an Italiansecondary school, situated in the Trento’s Province that makes good use of InteractiveWhiteboard (IWB) for the teaching/learning process. We explored in detailhow teachers use the Interactive Whiteboard (IWB) during Greek and Latin classrooms.In the paper we stress that usually schools use to spend their budget intechnologies and they do not implement an appropriate human resources’ trainingpolicy, therefore they run the risk of underestimating the pedagogical skills offeredby the new equipment and limiting the desired positive changes of the teaching/learning methods. In our research it seems to emerge the fundamental need ofinvesting in the teachers’ training, to increase the IWB’s positive contribution tothe teaching/learning process and to help students’ learning, participation and motivation.Otherwise, it will be possible to run the risk of reducing the IWB to apassive instrument, i.e. anything more than a projector connected to a computer.The essential role of teachers’ training is due, also, to the fact that digital nativesgeneration has got ways of communication and learning styles that are differentfrom their teachers.