Use Of Interactive Whiteboard Technology Research Articles

The effects of using an Electronic Interactive Whiteboard in Developing students’’ Attitude, Cognitive Motivation and Academic achievement

The aim of this study was to identify the effects of the use of an interactive whiteboard on the development of the students’ attitude towards study, cognitive motivation, and academic achievement in the eighth grade in basic education in the Sultanate of Oman. The attitude towards study, cognitive motivation and academic achievement scales was applied to a sample of (176) students from two basic education schools in one area. 86 students were chosen from school one as an experimental group and they used the electronic interactive board in teaching, and 90 students were chosen from school two as a control group using conventional way. Results showed statistically significant differences between the students in the two groups in the attitude towards study, cognitive motivation and its dimensions (motivation to acquire knowledge, the risk of acquiring knowledge and employment of knowledge), and academic achievement in favor to the students using the interactive whiteboard. The researchers recommended the use of interactive whiteboard technology in all schools, and training teachers to integrate it in teaching. Keywords . electronic interactive whiteboard - attitude towards study- cognitive motivation -academic achievement. DOI : 10.7176/JEP/10-10-15 Publication date : April 30 th 2019

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 Whiteboard Technology for Students with Disabilities: A Year Long Exploratory Study

This exploratory study was conducted with a group of teachers at four partnership school sites (elementary, middle, and high school) who taught students with a range of disabilities. The study was designed to gain insight into how these teachers used interactive whiteboard technology (IWBT) in their classrooms, to ascertain their perceptions regarding the use of this technology for students with disabilities (SWD), and to learn about their perceptions regarding professional development needs related to the effective use of IWBT for SWD. Two points of focus were the extent to which these teachers' use of IWBT complemented research-supported instructional practices for SWD and the impact of contextual factors on their practice. Implications and suggestions for future research are discussed.

Levels of use of Interactive Whiteboard technology in the primary mathematics classroom

Despite the availability of Interactive Whiteboard (IWB) technology in a large number of Australian primary schools, many teachers focus only on technical issues as opposed to pedagogical engagement in an attempt to incorporate the technology. Previous research suggests that the technology is being used for sophisticated transmission-style teaching as opposed to constructivist approaches. This article presents findings of a project that considered the implementation of IWB technology in three Victorian primary mathematics classrooms (5 to 12 years of age). The study analysed the teaching strategies adopted by three teachers as they embarked on the use of IWB technology as an integral component of mathematical activities with the support of professional development. Teacher use of IWB technology in the primary mathematics classroom was aligned against Beauchamp’s generic transitional framework for viewing the development of teacher use of IWB technology. Through this alignment, a transitional framework emerged which is specific to the introduction of IWB technology in the mathematics classroom.

Determinants of interactive white board success in teaching in higher education institutions

This research evaluates the effectiveness of the Interactive White Board Technology (IWBT) in teaching in the Faculty of Information Technology (FIT) in UAE University. IWBT includes integrated hardware and software components to facilitate teaching process and hence, provides rich and interactive experience for both teachers and students. However, the IWBT is recent and issues emanating from its use in teaching and learning are scant and inconclusive. The research developed a theoretical framework to guide the research endeavor. Accordingly, the research attempted to unveil factors influencing IWBT introduction and use in different departments within FIT. The research findings reported different hurdles facing the integral use of IWBT in teaching in FIT. The research also suggested that the IWBT could be useful in teaching technical courses in FIT. This is contingent upon addressing certain factors highlighted in this research. This research introduces different recommendations to further IWBT use in FIT. The research highlights different theoretical and professional contributions and contentions and raises the need for more research in the IWBT field.

Interactive whiteboards produce small gains in elementary students’ self-reported motivation in mathematics

A treatment/control study ( N = 773) was conducted to determine the extent to which use of interactive whiteboard technology (IWB) was associated with upper elementary students’ self-reported level of motivation in mathematics. Students in the treatment group reported higher levels of motivation relative to control students, but the effect was extremely weak. Students with teachers who were more supportive of IWB technology reported higher motivation levels (compared to students of teachers who were less supportive), but this effect also was very small. Claims about the motivation-enhancing effects of the IWB are not baseless, but they appear to be somewhat overstated. Research is needed to determine how IWB-use is associated with academic performance, and also to examine how teachers use the IWB and how this usage could be strengthened.

Optimising the use of interactive whiteboards: an application of developmental work research (DWR) in the United Kingdom

There are concerns that the effective use of interactive whiteboard technology is being inhibited by its use only as a means of presentation. This article looks at the way in which a working group drawn from the university and school areas of mathematics teaching developed materials to enhance the pedagogic use of interactive whiteboard technology. The group worked according to the principles of developmental work research, used mainly in multi‐agency social policy planning. The multi‐disciplinary, structured and outcome‐oriented work was used to support what was considered by the participants to be effective professional development for all participants. Analysis of the approach according to culture, partnership, reflection and conceptual challenge offers evidence that cross‐sector experiential learning is mutually beneficial because it enhances both process and outcome.

Interactive whiteboards and talking books: a new approach to teaching children to write?

AbstractThis article presents work undertaken with a class of Scottish Primary Six children (aged 10) to investigate the use of interactive whiteboard technology and interactive talking books in whole‐class writing lessons. The paper reports on a research project with three aims: to investigate how the use of an interactive whiteboard to reflect on the language and style of professional authors influenced the children's own writing; to examine the effect of this experience on the writing and behaviour of children with additional support needs; and to identify the advantages and disadvantages of using such technology in whole‐class writing lessons. The resulting evidence suggests that while some children benefited from the approach, teaching children to write through examination of professional models of writing in whole‐class lessons did not promote the most effective learning even where the text was provided in such an interactive medium. The implications of these results for practitioners who wish to use talking books and whiteboard technology to teach writing are discussed.

Language teaching

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The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and modern languages: an empirical analysis from the secondary sector

There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video‐recorded lessons taught by ‘successful’ teachers drawn from mathematics and modern foreign language departments in secondary schools led to the classification of three types of practice representing a spectrum of increasing interactivity. The nature of this good practice was analysed together with criteria for assessing the changes being wrought by technology in approaches to learning and teaching. The investigation concluded that the use of new technology alone cannot lead to enhanced learning. Teachers also need training to develop awareness of the relationship between approaches to interactive learning and conceptual and cognitive development in subject areas.

Investigating the use of interactive whiteboard technology in the English language classroom through the lens of a critical theory of technology

Several authors have pointed out that CALL research does not have the academic status that it should have because it does not take place within a well-developed theoretical framework. For this reason, there have been several proposals which seek to anchor CALL research within various existing theoretical frameworks—for instance, instructed second language acquisition and sociocultural theory. This article aims at contributing to the theoretical and methodological development of CALL research by throwing light on the potential benefits of using a particular conceptual framework—that of a critical theory of technology, which stresses the necessity of contextualizing technology and understanding its social embeddeness when investigating its integration in any context. The data discussed here are drawn from a qualitative study, carried out as part of a Ph.D. research programme, which aimed at exploiting the potential of Promethean interactive whiteboard technology for the teaching of English as a foreign language. The findings indicate that the final picture of technology use in the context investigated was seen as the result of the interaction of several elements, such as: the inherent characteristics of the technology, teacher's pedagogical beliefs, students' own understandings of the potentials of the technology and the negotiations between students and the teacher regarding how the technology should be pedagogically exploited.

Collaborative research methodology for investigating teaching and learning: the use of interactive whiteboard technology

This paper discusses the results of a research project which aimed to capture, analyse and communicate the complex interactions between students, teachers and technology that occur in the classroom. Teachers and researchers used an innovative research design developed through the InterActive Education Project (Sutherland et al., 2003). Video case studies were carried out in four classrooms, focusing on the use of interactive whiteboard technology for teaching and learning. The case studies were analysed using StudioCode, an analytic tool which allows researchers to mark and code segments of video data into categories and themes. Teachers developed coding systems drawing on the learning aims and objectives of their particular lessons. The case studies illustrate that the introduction of interactive whiteboards (IWBs) into the classroom involves much more than the physical installation of the board and software. Teachers are the critical agents in mediating the software, the integration of the software into the subject aims of the lesson and appropriate use of the IWB to promote quality interactions and interactivity.