Smart Board Use Research Articles

The Effect of the Use of Interactive Whiteboard on Students' Motivation.

The purpose of this study is to determine how the use of smart board affects the motivation levels of students. This research was carried out with true experimental group and a control group. The sample of the study consists of 50 sophomore students, studying at the Department of Classroom Teaching of the Elementary Education Division at Gazi University in the 2009 to 2010 academic session. In the experimental group, interactive whiteboards (computer-projector and board connection) were used with 25 students; while in the control group, only computer projector was employed, with 25 students also. The experiment lasted for four weeks. The results indicated a significant difference between the experimental and control groups. In comparing their motivation scale scores after the experiment, a statistically significant difference was observed between the two groups and this difference was in favor of the experimental group. Key words: Smart board, motivation, designing material, technologies.

USE OF SMART BOARD IN THE INTEGRATED PROCESS OF (SELF) TRAINING

The article provides the advantages and disadvantages of the use of Smart board in the integrated lesson of geography and biology. Some problems are discussed, related with the recent new teaching device at school. The evaluation and possibilities of usage of the Smart board are provided in the article as well as the methodology of the integrated geog-raphy and biology lesson in the 11th form. A Smart board is an instrument to make the teach-ing more interesting, faster and simpler whereas the knowledge of the pupils‘ becomes deep-er and more generalizing. The basis of this work is curiosity of the pupils, and the help to satisfy this curiosity on the teacher‘s side. However, it should be mentioned, that the process of preparation for the lesson due to realise the teaching process discussed, is prolonged but this is justified by the increased teaching motivation of the learners. The pedagogical tech-nology includes the sequence of operations, which provides a possibility to achieve high results while using low input; introduces the way of systematic thinking in education, what provides a possibility to thoroughly manage the teaching process. Key words: Smart board, integrated teaching, individualisation and differentiation in the (self)training process, competence of the subject, evaluation and self-evaluation.

An attitude scale for smart board use in education: Validity and reliability studies

The main purpose of this study was to develop an instrument to measure the attitudes of elementary students towards smart board (SB) use in education. A sequential exploratory mixed method was used. So the study started with a qualitative approach to establish the content and face validity of the scale, followed by a quantitative approach to test the construct validity and reliability of the scale items. Ten students, one teacher trainer specialized in SB use, three teachers experienced in SB use, and a language expert participated in the qualitative part. Data from 203 elementary students from two local schools in Malatya, Turkey, were used to test the psychometric properties of 'smart board attitude scale' (SBAS). The exploratory factor analysis (FA) yielded a two-factor model with 10 items. The goodness of fit indices produced by confirmatory FA confirmed the fit of the model to the data. Reliability of SBAS was also proved through multi-analyses. Highlights? This study aims to develop a scale for students' attitudes towards smart board use. ? A sequential exploratory mixed method was used. ? 203 students were involved in the pilot study to test the psychometric properties. ? Exploratory and Confirmatory Factor Analyses yielded a 10-item two-factor model. ? Adequate-to-excellent reliability evidences were estimated using several parameters.

Teaching Social Skills Using Video Modeling Interventions

Difficulty with social skills is a distinctive characteristic of many students with special needs, even those with mild disabilities. The literature supports many approaches to teaching social skills, yet many of these interventions require one-on-one intensive training for implementation, and/or are being conducted in laboratory or clinical settings rather than in naturalistic environments. As technology is becoming a growing component of social skills intervention through the use of Smartboards, Ipads, computers, and other electronic devices, an increasingly popular method with equal support from the literature is the use of video modeling—a demonstration of a desired behavior that the student imitates. The purpose of this article is to describe Bandura's (1977) view of learning and how this theory relates to the use of video modeling for the purpose of social skills intervention. The authors also will provide an overview of current products that are available to provide social skills intervention using video modeling.

The use of Smartboards and bespoke software to develop and deliver an inclusive, individual and interactive learning curriculum for students with ASD

NORSACA (Nottingham Regional Society for Adults and Children with Autism) provide specialist education and support for children with autism under the title of Sutherland House Children's Services. This is a ‘non‐maintained’ (ie. independent) special school with 84 students ranging from four to 19 years of age, which is set across five sites in Nottinghamshire. There has been significant investment by the school in its ICT infrastructure, implementation and support including the introduction of a specialist ICT role in 2005. The author of this article (and ICT specialist at the school) has developed the use of ICT hardware and software across the whole school as well as developing schemes of work, designing and creating bespoke software for students and producing a number of student developmental tracking systems alongside his teaching commitment to all key stages.Fundamental to the success of the sessions has been the introduction of Smartboards into the classroom setting and the individualisation of software so that it is relevant to the scheme of work and appealing to each student. This article gives an overview of how ICT sessions are planned and structured for children at the school, explores the software that has been developed and presents key design guidelines for developing ICT for children with autism, recommended by the author.

Which one is smarter? Teacher or Board

This study investigates the advantages and disadvantages of the use of Smart-Board and offers suggestions for effective use of Smart-Boards basing on teacher opinions. Research group is comprised of 20 teachers using Smart-Board actively at a primary school in 2009-2010 academic year. A questionnaire regarding the teachers’ opinions about using Smart-Board and face-to-face interviews with 15 teachers are utilized to gather data for the study. Content analysis, a qualitative research technique, is employed to analyze the data of the study. Besides the advantages and disadvantages of using Smart-Board, the study also includes findings such as the demographic features and the frequency of Smart-Board use of the research group and the activity types that students make use of Smart-Boards.