Use Of Whiteboards Research Articles

Appraising the Availability, Accessibility, and Efficacy of Interactive Whiteboard for Instruction Amongst Lecturers in Public Tertiary Institutions in Sokoto State, Nigeria

The world is stirring faster into technological innovations. One can say teaching and learning to our everchanging from traditional/conventional classroom situations to electronic classrooms. There are many things one can see and say this classroom is an electronic classroom; the use of web 2.0 tools, video conferencing, google classroom, the use of social networks to impart knowledge and skills, and the use of an interactive whiteboard. This research on “appraising the availability, accessibility, and efficacy of Interactive Whiteboard for instruction amongst lecturers in public tertiary institutions in Sokoto State, Nigeria”, was led by three objectives and three research questions. The study used a descriptive cross-sectional survey research design. The researchers used the quantitative method for data collection. The total population of the study is 2,478. A Multistage (called clustering) sampling technique was employed to select the sample from the public tertiary institutions in Sokoto State. The total sample that was chosen is 136. The instrument used for data collection is adapted. The frequency and percentage were employed to analyze the respondents’ demographic information. To answer research questions one, two, and three descriptive statistics (frequencies and percentages) were used. The summary of the major findings is; there is no availability of IWB in the classrooms of public tertiary institutions in Sokoto State, Nigeria, the lecturers of public tertiary institutions in Sokoto State, Nigeria did not have access to IWB for teaching and learning, and the lecturers’ perception of the IWB level of efficacy in public tertiary institutions in Sokoto State, Nigeria for teaching and learning is poor.

Adaptation of ACTivate Your Wellbeing, a Digital Health and Well-being Program for Young Persons: Co-design Approach.

ACTivate your wellbeing is a digital health and well-being program designed to support and encourage positive lifestyle behavior change. The website includes 5 lifestyle behavior change modules and a 12-week well-being intervention based on acceptance and commitment therapy. It was timely to adapt the resource for a new audience in the wake of the COVID-19 pandemic. Young persons' mental health needs have increased substantially, and lifestyle behaviors play a critical role in both mental and physical health statuses. This study aimed to adapt an existing health and well-being website for use by young persons aged 16 to 24 years. A 3-staged participatory, co-design approach was adopted. The participants reviewed the existing program and provided feedback (stage 1) before cocreating new content (stage 2). Finally, the updated program underwent formative evaluation (stage 3). Two groups were created: one had access for 3 weeks and the other could self-select their study duration. The options were 3 weeks, 60 days, or 90 days. Outcome measures were the Warwick and Edinburgh Mental Well-being Scale, 4-item Patient Health Questionnaire, and Acceptance and Action Questionnaire version 2. Stage 1 identified that the website was appealing to the new audience (19/24, 79%), and the 3 web-based focus group discussions explored data from the written review in more depth to identify and clarify the main areas for update and adaptation. Overall, 3 themes were developed, and the data informed the creation of 6 tasks for use in 5 web-based co-design workshops. Stage 2 led to the cocreation of 36 outputs, including a new name, new content, scenarios, images, and a new user dashboard, which included streaks and an updated color scheme. After the website update program was completed, 40 participants registered to use the website for formative evaluation (stage 3). Data analysis revealed differences in engagement, completion, and mean well-being after intervention between the 2 groups. The completion rate was 68% in the 3-week duration group, and well-being scores improved after intervention. Young persons engaged actively with the participatory design process. The participants discussed the updates they desired during the web-based discussions, which worked well via Zoom (Zoom Video Communications Inc) when small groups were used. The participants easily cocreated new content during the web-based co-design workshops. The web-based format enabled a range of participants to take part, share their ideas, search for images, and design digital content creatively together. The Zoom software enabled screen sharing and collaborative whiteboard use, which helped the cocreation process. The formative evaluation suggested that younger users who engage more with the website for a shorter duration may benefit more.

Peculiarities of using virtual whiteboards to form the professional competence of future lawyers in foreign language classes at university

Problem statement . The focuses of the current digital intercultural learning environment as training programs for professionals in the legal industry specify their developing of systemic foreign language communication skills, skills to analyze which can be based on information technologies and actualized in rapidly changing professional tasks. The study is aimed at substantiating the effectiveness of using virtual whiteboards to form the professional competence of future lawyers in foreign language classes at university. Methodology . The analysis of theory and methodology, generalization of crucial scientific papers on the studied problem, processing of results and creating interactive whiteboards are applied. The pedagogical experiment involved 97 students (girls - 48%, boys - 52%) of the Law Institute of Vyatka State University. Fisher's criterion (angular transformation) is used as a statistical processing method. Results . The didactic peculiarities of making use of virtual whiteboards when forming professional and legal competence of a professional in the legal industry during foreign language classes are stated: the capabilities of network intercultural cooperation when solving tasks in the legal industry; seeking legal assistance; foreign language communication; virtual discussion of criminal acts; independence of the interactive network environment for modeling legal processes; keeping the results in a cloud. At the control stage of the experiment, statistically significant differences between the levels of formed competences of the participants of the experimental and control groups were revealed. Conclusion . Making use of whiteboards will contribute to the formation of foreign language and professional legal competences of a specialist while providing a set of circumstances: active work with foreign regulatory acts in English, showing students new intercultural information collaboration and legal consultancy, combining different types of work, organizing foreign language feedback, solving real practical legal tasks.

THE USE OF GOOGLE JAMBOARD TO IMPROVE STUDENTS’ READING COMPREHENSION

The development of information technology makes technology used in various fields, one of which is education. At first, traditional learning was synonymous with the use of whiteboards, chalk, and markers to facilitate the delivery of material. However, the presence of technology makes learning more interesting for students. Google Jamboard is one of the technologies known as digital whiteboards that can be used to teach English skills. This study aims to determine the use of Google Jamboard as a tool to improve reading comprehension in EFL students. This research is qualitative research using the results of interviews with English teachers who use Google Jamboard as a teaching tool and EFL students. The results of the study show that Google Jamboard can assist teachers in teaching reading comprehension activities to students and is able to provide interactive learning for students.

Digitálne kompetencie učiteľa primárneho vzdelávania v oblasti používania softvéru so zreteľom na sebahodnotenie a využívanie v praxi

This contribution is focuses on a specific area of digital literacy measurability, namely the ability to work with software. It presents partial results of the research, which was conducted within the project VEGA 1/0748/20 Diagnosing Digital Literacy of Primary School Teachers in the Context of Undergraduate Training and Educational Reality. It presents the area of computer and interactive whiteboard use in the context of self-assessment and real-world skills of teachers and future teachers. It also summarizes the programs that teachers in primary education use during their teaching.

О СРАВНИТЕЛЬНОМ ОПЫТЕ ИСПОЛЬЗОВАНИЯ СДО И ВНЕДРЕНИЯ ЦИФРОВЫХ ИНСТРУМЕНТОВ В ОБРАЗОВАТЕЛЬНЫЙ ПРОЦЕСС ПО ИНОСТРАННОМУ ЯЗЫКУ В ЯЗЫКОВОМ И НЕЯЗЫКОВОМ ВУЗАХ

The modern development of computer technology and the total digitalization of all types of information in the last decade have opened up almost unlimited opportunities for a large-scale expansion of the introduction of information technologies in the educational process. It was at the beginning of the 21st century and the period of the COVID-19 pandemic in particular that a real breakthrough occurred in the distance learning system. The article discusses the experience of implementing distance learning systems and using digital tools in the foreign language educational process in linguistic and non-linguistic universities, namely in the Bashkir State Pedagogical University named after M. Akmulla and the Ufa State Petroleum Technological University. The difference in the degree of motivation for learning a foreign language, the hours allocated for the study of the discipline and the specific structure of the discipline are reflected in the organization of classes and independent work of students. Also, not only the types of interactive space for teacher-student communication differ, but also the methods and tools used to form foreign language competence. The authors dwell in detail on the use of mental maps, online whiteboards and Google forms in the educational process, as well as the organization features of LMS university platforms and the possibility of their use in relation to the language discipline. Considering that the process of teaching foreign languages in LMS has its own peculiarities, the article provides grounds for the need to build the educational process in such a way that it is as close as possible to live communication between a teacher and a student, since one can master language skills successfully only in communication. The authors analyze LMS systems from the point of view of their application in full-time and part-time education and in blended learning (when offline learning is combined with elements of online learning) which involves independent control by the student of the way, time, place and pace of performing certain tasks.

DEMONSTRATION OF INTERACTIVE WHITEBOARD CAPABILITIES IN COMPUTER SCIENCE TEACHING

This article discusses what an interactive whiteboard is, the classification of interactive whiteboards, the principle of operation, working methods and the use of an interactive whiteboard in computer science lessons. As you know, we get most of the information visually. One of the most important principles of didactics was proposed in the class – the principle of visibility. This means ensuring a high level of assimilation of the material. Visual teaching aids contribute to the development of creative activity, interest in the subject, create the best conditions for mastering listening and speaking skills and, ultimately, ensure the effectiveness of mastering the material in the lesson. We’ll talk about the interactive whiteboard features below.

Nursing staff communication with pediatric patients and families in a pediatric transitional care unit: a best practice implementation project.

The objective of this project was to promote evidence-based practices regarding nursing communication with pediatric patients/families. Effective communication between healthcare providers and patients/families is an essential component of patient care and plays a vital role in patient outcomes. Ineffective communication among the healthcare team and patient families has been described as a significant factor contributing to adverse events and poor health outcomes. The project used JBI's Practical Application of Clinical Evidence System and Getting Research into Practice audit tool for encouraging evidence-based practices. A baseline audit was conducted, followed by the implementation of targeted strategies. The project was completed with a follow-up audit to determine change in practice. Three evidence-based practices were utilized as audit criteria for the project. The baseline audit on the three audit criteria revealed an average compliance of 30%. After providing communication skills training to nursing staff and education and visual aids to patients/families and nursing staff regarding the use of white boards, follow-up audits revealed an average compliance of 62%, an increase of 32%. These implementation strategies will continue to be utilized on the unit and will be implemented in other areas of the hospital to further improve communication between patients/families and their healthcare team.

Feedback on Student Engagement in Song Activity During Spanish Online Class

The worldwide advancement of digital technology has witnessed a change in the teaching and learning system supported with the use of internet. As the world is hit with the Covid-19 pandemic, instructors need to adapt to the new norm including in teaching and learning process, meaning from the use of white board to interactive and flexible technology. In this study the element of technology can be seen when this paper will discuss the use of song from the YouTube channel as a medium during an online class. The Self-Determination theory by Ryan and Deci (2000) is applied in the study. The research design of the study is qualitative by analysing the feedback from students on the activity they participated. A total of 22 respondents participated in the study requiring them to answer questions based on a song they had listened to. The objective of the study was to identify the engagement of students in the given activity. In general, it was found that listening to song as an activity can enhance the understanding of the students in learning Spanish.

Effect of Interactive White Board on Students’ Achievement at Early Grade Level

This study aimed to evaluate the effectiveness of Interactive Board on the learning and achievement of students. Students and teachers generally perceive interactive White Boards (IWBs) as a positive addition to the classroom learning environment. While there is support for a link between IWBs and students’ motivation toward learning, the relationship between IWBs, students learning, and achievement is still unanswered. Choosing the experimental research approach, this study compared two groups of preschool students. The researcher used a random sampling technique and divided the sample into two groups through a random assignment on the base of the pre-test and called them “Group A” as the Control Group and “Group B” as the Experimental or treatment Group. In “Group A” the researcher did not use IWBs while in “Group B” the researcher herself, used Interactive White Board to teach the subject of English grade Nursery. The results found revealed that the use of an Interactive Whiteboard significantly affected the student’s knowledge at the preschool level as compared to the traditional teaching method. The study recommends the utilization of digital learning through Interactive White Board.

HUMAN PERFORMANCE TECHNOLOGIES IMPROVEMENT OF TEACHERS’ USAGE OF INTERACTIVE WHITEBOARDS

Çalışmanın amacı öğretmenlerin etkileşimli tahta kullanımlarının iyileştirmesine yönelik İnsan Performans Teknolojileri (İPT) çözümlerinin geliştirilmesi ve değerlendirilmesidir. Bu amaç doğrultusunda etkileşimli tahta kullanımına engel olan faktörler (bilgi, olanak ve motivasyon vb.) belirlenerek, bu faktörlerin ortadan kaldırılmalarını sağlayacak müdahaleler tasarlanmış ve uygulanmıştır. Çalışmada Gelişimsel Araştırma yöntemi kullanılmıştır. Çalışma grubunda bir devlet okulunda görev yapan beş farklı branş öğretmeni bulunmaktadır. Çalışma kapsamında veriler gözlem ve yarı yapılandırılmış görüşme formları kullanılarak elde edilmiştir. Elde edilen veriler betimsel analiz ve içerik analizi yöntemleriyle analiz edilerek, yüzde ve frekansları sunulmuştur. Uygulama öncesinde ve sonrasında öğretmenlerin etkileşimli tahta kullanım düzeylerinin belirlenmesine yönelik gözlem ve görüşmeler gerçekleştirilmiştir. Müdahaleler sonrasında öğretmenlerin derslerde etkileşimli tahta kullanımına yönelik algılarında iyileşme görülmüştür. Müdahale sonrası öğretmenlerin etkileşimli tahta kullanım sürelerinde önemli bir artış görülürken elde edilen en önemli sonuçlardan biri ise etkileşimli tahta kullanım niteliğinin yani tahtanın ders içeresindeki kullanım yeri ve amacının değişim göstermesi olmuştur. Öğretmenler etkileşimli tahtaların sunuş ve gösteri özelliklerini daha fazla kullanmaya başlarken tahta kullanımları derslerin sunuş kısımlarında yoğunlaşmıştır.

Digital Last Planner System Whiteboard for Enabling Remote Collaborative Design Process Planning and Control

The coronavirus outbreak forced design companies to consider how the flow of information and work processes could be managed in the context of remote design work. This research aims to put a digital Last Planner System (LPS) whiteboard to the test in support of remote collaborative design process planning and control and identify its benefits and challenges. The synergies between lean and digital practices were explored by developing solutions in two different case studies, one in the UK and the other in Estonia. Research results were interpreted, and the main lessons learned were articulated. The digital LPS whiteboard enabled and supported the remote planning and control of design projects and processes. The digital LPS whiteboard had the following process-related benefits, including, for example, increased transparency, understanding, engagement, flexibility, and continuous improvement. Challenges in the use of the digital whiteboard were generally due to an excess of information and meetings, the social limitations of virtual meetings, and a lack of relevant IT competencies. Recommendations for individuals interested in planning, developing, and testing a digital whiteboard for remote implementation of the LPS are made. Further research on the entangled nature of digital whiteboard functionality and LPS behaviors is needed.

The Use of Interactive Whiteboard in Teaching Mathematics and Statistics

Traditionally, the technique of delivery for calculation subjects requires extensive step-by-step training to answer a problem. This has caused students to feel bland, less interested, and soon bored. Therefore, a digital whiteboard has been integrated into the synchronized learning sessions to complete the educational experience. Interactive whiteboard is known as one of the most revolutionary instructional technologies for various educational levels. One of the popular applications among educators that can be used as an extremely versatile interactive whiteboard is 'Explain Everything' (EE) application. The purpose of this research is to investigate students' experience on the usage of the Explain Everything in teaching and learning process. The questionnaire was developed based on three main components; Learning, Interaction and Motivation which was determined by Explanatory Factor Analysis. In this study, students from Diploma in Computer Science, Bachelor in Computer Science, Bachelor in Business Computing and Bachelor in Mathematical Computing who were taught using 'Explain Everything' were asked to answer the questionnaire. The result suggests that the use of Explain Everything application in class does have a positive effect on students’ satisfaction towards the lecturer's teaching. The usage of a digital whiteboard may pique students' attention, engage them in their study, and increase their comprehension. As a result, educators should consider adopting Explain Everything as one of their online pedagogies.

Art Therapy Service Provision during the COVID-19 Pandemic in the Gulf Cooperation Council (GCC)

Objective: To report novel developments in standard art therapy practices in the United Arab Emirates (UAE) and Qatar that arose during the COVID-19 pandemic circa 2020-22. Background: Art therapy services are a new phenomenon in the Middle East, with current practitioners having received their training primarily in the UK, US, and Australia. Religious therapies, such as prayers, rituals, talismans (against the evil eye) and Quranic recitation continue to be common approaches to mental illness in the Arabian Gulf. The visual arts have experienced a renaissance in the Gulf Cooperation Council (GCC) region, with billions of U.S. dollars of government funds invested in art education, galleries, exhibitions, and museums (Louvre Abu Dhabi, Museum of Islamic Art, etc.). Qatar has a national strategy to become an art and cultural hub in the Middle East. Methodology: Self-reflective exercises, process art, and specialist discussions among 5 experts in the field currently practicing in the Gulf were conducted in 2020 to document and analyze new methodologies and perspectives implemented during COVID-19 lockdowns, primarily in the area of telehealth and telemedicine. A related study by the authors in 2020, “Best Practices in Art Therapy Telehealth Communication: Perspectives from the Middle East,” provided additional analytical data. Qualitative data was organized into themes using standard Grounded Theory techniques. The practitioners framed their therapeutic work within the model of Relational Cultural Theory (RCT). Results and Discussion: The thematic findings were grouped under the headings: “Stigma,” “Empowerment,” “Confidentiality,” “Therapeutic Relations,” and “Art/Nonverbal Communication.” The pandemic allowed practitioners to expand services geographically outside of the Gulf beyond traditional face-face meetings through the Zoom.com videoconferencing platform. Online sessions provided unexpected benefits in the areas of increased privacy and reduction of social stigma. Since telehealth laws in the Gulf are almost non-existent, practitioners collaborated with international partners to develop best practices and ethical guidelines adapted to the local cultural context. Results of the analysis revealed shifts in previously established boundaries and power dynamics (clients and therapists can turn video and microphone off, see each other’s house, pets and other family members). The presence of family members at home sometimes impacted the privacy of the client, but in some situations allowed opportunities to meet extended family members, providing additional diagnostic clues into family dynamics. A reduced ability to communicate and understand nonverbal cues and body language (eye contact was different, lack of seeing the body) was cited as a drawback to virtual clinical encounters. The expert / novice skill level disparity of the therapist / client was diminished when co-creating digital artwork (ex. use of the Zoom whiteboard). The limitations on art materials that could be obtained during shop closures for some clients increased creativity and innovation in artmaking, but for others it decreased artmaking opportunities. Conclusion: All aspects of art therapy in the Arabian Gulf, and especially online services provision, are under-researched. Areas for further inquiry include: cultural adaptation of western models of care, local perceptions of the origins and treatment of mental health disorders, and awareness and acceptance of expressive arts psychotherapeutic interventions.

Groundwater origami: Folding paper models to visualize groundwater flow

The training of geological scientists, more so than any other natural science, is dependent on how students learn to visualize and interpret complex three-dimensional problems at scales from micrometers to kilometers over time scales that span from seconds to centuries. Traditionally, our classrooms are at a disadvantage due to our standard two-dimensional use of whiteboards or slide decks. We are at an even bigger disadvantage when courses go to online education. While computer simulations and three-dimensional visualizations are used, they can lack the flexibility for students to perform free-form exploration. The novelty of this research is in the use of paper aquifer models and their implementation across seven academic institutions to provide three-dimensional physical examples for students to visualize subsurface geologic structure and quantify fluid flow through porous media. Students can cut, fold, and build three-dimensional hydrologic problems at home or in the classroom. Our methodology allows students to physically rotate their aquifer models to visualize cross-sectional areas, layer thicknesses, heterogeneity, and confining units. These foldable paper models provide a low barrier of entry for students to understand and quantify the relationships between water levels and geologic structure. Our experience using these models in both in-person and online classrooms highlights the advantages and disadvantages of these models. Results, although mostly anecdotal, suggest the paper models improve students’ learning and enhance their engagement with the material. The formal evaluations of pre- and post-model implementation show that low-scoring students had the most significant gains after being introduced to the paper aquifer models. At the same time, there was no change in the number of students in the highest scoring group. Our experience in the classroom points to new opportunities to engage with remote learners and tools for supporting flipped classroom activities. Our vision for the paper aquifer models is to provide the hydrologic community with an additional tool to help bridge the virtual classroom gap, engage students, and help them develop mastery of three-dimensional problem-solving.

Achieving optimal massive transfusion ratios: The trauma white board, whole blood, and liquid plasma. Real world low-tech solutions for a high stakes issue

BackgroundIt is well established that achieving optimal ratios of packed red blood cells (PRBC) to fresh frozen plasma (FFP) to platelet ratios during massive transfusion leads to improved outcomes but is difficult to accomplish. MethodsBetween September 2018 and May 2019 our level 2 trauma center implemented 3 new processes to optimize transfusion ratios during massive transfusion protocol (MTP). Two units of low titer group O whole blood (LTOWB) were added as the first step to our MTP. Second, a dry erase board whiteboard was attached to each fluid warmer for real time recording of transfusions. Last, liquid plasma was incorporated into our MTP. We performed a retrospective review evaluating PRBC:FFP ratios for patients who had the massive transfusion protocol initiated and received 4 or more units of blood. ResultsA total of 50 patients had the massive transfusion protocol initiated and received 4 or more units of PRBCs and/or LTOWB within 4 h of arrival. There were 21 patients evaluated prior to protocol changes and 29 patients after the changes. In the study group mean age, sex, pulse, systolic blood pressure (SBP), and injury severity scale (ISS) on admission were not different. In the pre-protocol (preP) group 90% of patients were blunt trauma and in the post-protocol group (postP) 72% were blunt trauma, p = 0. 22. For the preP group the mean units of PRBCs was 7.6 units and FFP 4.7 units. PostP the mean units of PRBCs was 11.4 units and FFP 10.0 units. PRBC/FFP ratios were 1.7 preP and 1.2 postP, p = 0.0072. ConclusionThe institution of whole blood, use of the trauma white board, and the addition of liquid plasma to our transfusion services have allowed us to approach a 1:1 transfusion ratio during the course of our massive transfusions.

Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas.

Interactive Whiteboard (IWB) has recently been used to replace the TWB (traditional whiteboard), with many of its features being observed to help teachers in educational activities. This is based on effectively and efficiently increasing the teacher-student interaction. Therefore, this study aims to analyze the determinants of Behavioral Intention (BI) and the use of interactive whiteboards by K-12 teachers, in remote and rural Chinese areas. The Modified-Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model was used in this analysis, as a learning medium to deliver the subject matter to students. The sample and population were also the teachers in the Guangxi Zhuang Autonomous Region, China, where 171 voluntary respondents participated in this study. Furthermore, the obtained data were processed using a Structural Equation Model (SEM) approach, through the Smart-PLS software. The results showed that Habit and Hedonic Motivation had a significant influence on the Behavioral Intention (BI) of teachers, toward the utilization of IWB in remote and rural areas. Besides this, Facilitating Conditions (FCs) and BI also had a significant positive effect on Usage Behavior. Based on these results, important information was provided to school principals, local governments, and teachers for education quality improvement, regarding the patterns of increasing IWB utilization in remote and rural areas.

S SATISFACTION IN USING GRAMCHQ (GRAM-CHECKED) FOR ONLINE DISTANCE LEARNING (ODL) DURING COVID-19 PANDEMIC

The COVID-19 pandemic has transformed our education system whereby the largest online movement in the history of education was witnessed and the way lessons were delivered was reshaped. The effectiveness of this shift, from the use of traditional white boards to electronic screens is worth investigating, especially from the viewpoint of first year undergraduates as they transitioned from secondary education to tertiary education. This paper presents the acceptance of using GramCHQ (Gram-Checked) in learning English among the first-year Diploma undergraduates. GramCHQ, which was designed after taking into consideration various obstacles faced by students when doing ODL, is a series of engaging and interactive E grammar lessons. These lessons, which were specifically designed for Integrated Language Skills 1 (ELC121), consist of brainstorming sessions, lesson introduction, lesson presentations, practices, language games as well as self-evaluation. The objectives of the study were to identify the perceptions of students towards lessons conducted using GramCHQ and elicit their feedback on the effectiveness of GramCHQ lessons. A total of 97 students from four different Diploma programs participated in this study. They were guided on how to use GramCHQ before being asked to experience the lesson themselves. After the lesson, they were asked to fill in e-questionnaires designed in Google Form. The findings from the survey revealed that participants reacted positively to GramCHQ with a high satisfaction level (m=4.12). In addition, high responses (m>3.80) were obtained in terms of GramChQ’s interest, relevance, presentation, technology, enjoyment, memorization and future demand. GramCHQ is an effective medium for Online Distance Learning as its low bandwidth caters to a larger population as well as engage its learners’ interests with its interactive game based learning approach. Findings from this study provide a basis for educators to plan effective online teaching strategies for digital classrooms.

Use of e-Health in Norwegian FACT Teams: A User Perspective.

Flexible assertive community treatment (FACT) is a model for delivering long-term, integrated and comprehensive treatment and follow-up for patients with severe mental illness. The objective of this study was to examine ICT challenges of Norwegian FACT teams. Doing observations in 3 teams and interviews with 5 teams we examined use of ICT systems, identifying challenges with the use of the electronic whiteboards, electronic health records, and team calendars. Better ICT systems and infrastructure are needed to support Norwegian FACT teams.

Digital equipment – a game changer for police training?! Experiences of the Bavarian Police training

ABSTRACT Availability and appropriate use of digital devices are indispensable for modern learning and work environments. Compared to school and university education, however, there is hardly any empirical, scientifically sound knowledge available on this subject for the area of police training and education. The study therefore examined how the use of personally assigned digital devices such as tablet PCs and smartphones, as well as the use of interactive whiteboards, is related to the learning behaviour and academic performance of 99 police trainees during 18 months of police training. The results showed that a frequent use of digital devices was related to an improvement in learning behaviour and interest. The results on academic performance of these 99 police officers trainees compared to the trainees without personally assigned digital devices of the same cohort (N = 629) are mixed. The study points out several practical implications for the further implementation of digital devices, such as the need for training the police personnel, developing new didactic teaching methods as well as new teaching formats.