Whiteboard Technology Research Articles

Pedagogy and interactive white board technology integration in higher education institutions: Computer-based teaching scenario protoypes

This research is part of a research trilogy that investigated issues impacting Interactive White Board Technology (IWBT) adoption and use in a higher education institution. The other two research studies in this trilogy used (1) focus group approach and (2) survey research to identify such impacting factors. One major insight from these two studies suggested that aspects concerning IWBT limited use and integration in the classroom. By capitalizing on this major finding, this research addresses such IWBT integration by developing different teaching prototypes or scenarios. This is done through using IWBT's more advanced features to showcase specific IT concepts in seven IT departments in the College of Information Technology (CIT) in UAE University. The objective here is to increase teaching-faculty's (TF) awareness about IWBT's advanced features, the proximity of these features to TF's course-content, and how these features could be used to implement a teaching scenario. To further increase the success of the development of the different scenarios, both teaching faculty and students were involved in the development. It is believed that adopting such an approach here could further promote and integrate IWBT in teaching and showing its effective use to TF more specifically.

An empirical investigation of smart board innovations in teaching in UAE University

This research investigates Teaching Faculty's (TF) adoption and usage of the Interactive or Smart White Board Technology (SB) in UAE University (UAEU). The developed theoretical framework is based on the technological innovation theories and is made of different socio-technical factors. Using survey research targeting UAEU's TF, the research findings suggested that the model was partially supported but posited interesting insights pertaining to TF's adoption and usage of SB. Contrasting findings pertaining to certain factors across both adoption and usage provided both absorbing and challenging insights. Implications arising from significant and insignificant factors lead to a conclusion that SB usage is still evolving amongst TF in UAEU.

Shared cognition facilitated by teacher use of interactive whiteboard technologies

Purpose – The purpose of this study is to examine questioning opportunities afforded by interactive whiteboards (IWBs) by highlighting pedagogical decisions enacted by teachers to ensure that they work with the wider affordances of the device. Design/methodology/approach – Three primary/elementary teachers participated in a study designed to identify the types of questions that teachers could enable, sustain and afford with an IWB. The teachers selected lessons to be videotaped. Pre- and post-lessons interviews were held with each teacher. Pre-lesson interviews sought the intent of the lesson and intended use of the IWB. Post-lesson interviews included teachers reviewing videotapes of the lessons and teachers reflecting on, reviewing and explaining significant and key events. They provided their reasons and justification behind their informed choices. Findings – Teachers enacted a framework that demonstrated their commitment to developing communities of learners. They sought strategic ways to utilise the IWB in dialogically focussed classrooms. Teachers used IWBs to sustain conversations that raise and resolve their learners’ questions, to present challenges to the group. Research limitations/implications – This study has a small number of participants, but is fine-grained in analysis. The recorded lessons have only occurred in mathematics classes. Lesson sequences are short, and a longer sequence, over eight weeks, would have also been illuminating. Originality/value – The study is unique in showing the shift in power and ownership between interactions among the teacher, students and the IWB.

The Impact of an Instructional Program Basted on Interactive Whiteboard (IWB) Technology on Physical Education Student's on a Cognitive Achievement in Shot Put Competition at the University of Sadat City

The current study attempts to investigate the impact of an instructional whiteboard (IWB) technology on physical education students' the cognitive achievement in shot put competition at the university of Sadat city. The participants of the study included 40 first year female students divided into an experimental group (N=20) and a control group (N=20). The researcher prepared a cognitive achievement test and designed an instructional program based on interactive whiteboard to be used in teaching the experimental group. The control group students were taught using the regular (traditional) board. Both groups were pre-post tested. The findings revealed that the cognitive achievement of the experimental group students improved and they out performed the control group students in shot put competition .This was attributed to the instructional program based on the interactive whiteboard.

Smart board technology success in tertiary institutions: The case of the UAE University

This research explores teaching-faculty's adoption and usage of the Interactive White Board Technology (IWBT) in UAE University (UAEU). The research findings suggested two perspectives concerning IWBT usage by teaching-faculty in UAEU. The first theme is concerned with IWBT's basic features where the IWBT proved its superiority when compared to other competing technologies in the classroom. The second theme is concerned with the advanced features of the IWBT and as it is integrated with curricula and course content. This appeared to be yet evolving in institutions around the world in general and in the UAEU more specifically. The research depicts an evolutionary path for the data-show industry across time showing the position of IWBT. The path also shows the direction of the data-show industry along with a depiction of the learning needs across each evolutionary phase. The research discusses theoretical as well as professional contributions and implications emerging from the two perspectives and portrays different research areas in this field.

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.

The Use of Dynamic Mathematics Software and Interactive Whiteboard Technology in Mathematics Teaching

Bu calismada matematik ogretmeni adaylarinin dinamik bir yazilim ile etkilesimli tahta teknolojisinin matematik ogretiminde kullanimiyla ilgili goruslerini belirlemek amaclanmistir. Arastirma Turkiye’ de bir devlet universitesinin ortaogretim matematik ogretmenligi programinda okuyan 34 ogretmen adayiyla gerceklestirilmistir. Arastirmada, nitel arastirma yaklasimlarindan biri olan durum calismasi kullanilmistir. Veri toplama araci olarak “gorus formu” ve “yari yapilandirilmis gorusme teknigi” kullanilmistir. Elde edilen nitel verilerin analizinde icerik analizi kullanilmistir. Calismanin sonucunda dinamik matematik yazilimi ile etkilesimli tahta teknolojisinin derslerin gorsellestirilerek islenmesine katki sagladigi, ilgi cekici bir ogretim ortaminda konularin ogrenilmesine imkan verdigi ogretmen adaylari tarafindan vurgulanmistir. Ayrica dinamik matematik yazilimi ile etkilesimli tahta teknolojisinin birlikte kullanimi konunun somutlastirilmasina katki sagladigi, kaliciligi artirdigi, kavramlarin anlasilmasini kolaylastirdigi, zaman tasarrufu sagladigi gibi avantajlarindan dolayi matematik ogretiminde kullanilmasinin gerektigi belirtilmistir. Anahtar Kelimeler: Dinamik matematik yazilimi, etkilesimli tahta, matematik ogretimi, ogretmen adayi

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.

A Corporate Partnership to Enhance Teacher Training

This article discusses a corporate partnership with SMART Technologies that changed what teacher candidates learned and how they learned. The experience of the partnership has revealed five best practices for implementing white board technology. Teacher training benefits of the partnership are evident in descriptions of three instructional scenarios, which highlight particular best practices. This article also discusses lessons learned and future steps.

The impact of interactive whiteboard technology on medical students' achievement in ESL essay writing: an early study in Egypt

This study investigated the impact of the interactive whiteboard on Egyptian medical students' achievement in essay writing in English as a second language (ESL). First, the writing micro-skills judged essential to help these students improve their essay writing were identified, using a questionnaire which investigated experts' views. This gave rise to a taxonomy of 29 writing micro-skills, which then provided the basis for the design of a teaching module. This module was subsequently taught to an experimental group using an interactive whiteboard to model the target micro-skills, thus exploiting the interactive features of the technology, while a control group was taught using traditional methods (pen, paper and traditional whiteboard). A pre-post essay writing test was developed to assess the impact of the module in both its experimental and traditional versions. Results showed that though the students' essay-writing skills improved in both groups, the use of the interactive whiteboard had no additional beneficial impact on the experimental group's achievement. This raises questions about the link between technological and pedagogical change in enhancing learning.

Video-stimulated reflection as a professional development tool in interactive whiteboard research

AbstractSeveral authors (e.g., Mcniff & Whitehead, 2006; Wallace, 1998) defend the idea that teachers’ own involvement in research has the potential to encourage professional growth. Journal writing, teacher logs, written narratives and stimulated recall are some examples of methods that have been used by researchers to encourage and support teachers’ reflective practice in teacher-researcher collaborative research. This paper discusses the use of video-stimulated reflection as both a research method and as a means for teacher professional growth. The research findings are drawn from a longitudinal study that investigates a model of Interactive Whiteboard (IWB) technology professional development programme. The research was carried out in the form of seven in-depth case studies with English as a Foreign Language (EFL) teachers in German secondary/vocational schools, as they learn how to integrate the IWB into their teaching. Research data were collected via a variety of research instruments, namely classroom observations and field notes, video recordings of school lessons and teacher training workshops, interviews and video-stimulated reflection. Findings based on the analysis of the copious amount of data gathered indicate that the video-stimulated dialogues were used by the teachers as effective opportunities for reflection, self-evaluation and pedagogical development.

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.

Mathematical tales of technology and collaboration

Mathematical tales of technology and collaboration

‘It's not necessary to have this board to learn English, but it's helpful’: student and teacher perceptions of interactive whiteboard use

The use of interactive whiteboard (IWB) technology has great potential to invigorate not just language teaching, but any subject in which students and teachers interact with learning content, sound or video in the classroom; however, few research projects have examined and documented IWB implementation in tertiary-level Computer-Assisted Language Learning (CALL) classrooms. In order to address gaps in existing CALL literature, this qualitative research project sought to capture and illuminate both students' and teachers' perspectives of what worked and what needed to be improved. In particular, we aimed to discover the types of changes that teachers made to their pedagogy and whether or not students' motivation and response to the CALL environment were affected, and in what ways. The research findings provided us with valuable insights into the types of personal transformations that both teachers and learners made within the IWB context and lead to a discussion in this paper of the mediation of praxis, affect and motivation. Implications of the findings for the conduct of future multimedia CALL research studies are also examined and discussed.

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.

Teaching protein crystallography using interactive whiteboard technology

Teaching protein crystallography using interactive whiteboard technology

Connecting classrooms in rural communities through interactive whiteboards

<span>This paper reports on the uses of interactive whiteboards in 'connected classrooms' in rural New South Wales, Australia. The research specifically focuses on the e</span><sup>2</sup><span> program, a senior school initiative among five schools that seeks to extend the range of curriculum options available for students by connecting classrooms using video conference and interactive whiteboard technology. Teachers working in these environments have created specific sets of pedagogical practices. Through a series of focus group interviews and observations of classrooms, the research has sought to document core features of the teaching practice in the connected classroom environment. The research details the ways in which the interactive whiteboard provides a key visual focus for all lessons in the connected classroom; how the interactive whiteboard is used alongside a video conference screen; and reasons why teachers are committed to working with these technologies.</span>

Enhancing the Radiology Learning Experience With Electronic Whiteboard Technology

The purpose of this study is to quantitatively evaluate the use of an interactive whiteboard for use in teaching diagnostic radiology and MRI physics. An interactive whiteboard (SMART Board model 3000i) was used during an MRI physics course and diagnostic radiology teaching conferences. A multiquestion instrument was used to quantify responses. Responses are reported as simple percentages of response number and, for ordinal scale questions, the two-tailed Student's t test was used to assess deviation from the neutral response. All of the subjects attended all sessions and completed the assessment questionnaire; 89% of respondents said that image quality of the SMART Board was superior to that of a projector-screen combination, 11% said that the image quality was similar, and none said that it was inferior. Sixty-seven percent of respondents said that the SMART Board's display of diagrams was superior to that of a conventional whiteboard, 33% said it was similar, and none said it was inferior. Participants thought that the smaller SMART Board display compared with the projector screen was an unimportant limitation (p = 0.03). Room lighting did not degrade image quality (p = 0.007), and a trend toward preference for the lighted room (while using the SMART Board) was detected (p = 0.15) but was not significant. The impact of the SMART Board on the visual material and flow of teaching sessions was favorable (p = 0.005). All of the subjects preferred the SMART Board over a traditional projector and screen combination. Learners endorsed that the SMART Board significantly enhanced learning, universally preferring it to the standard projector and screen approach. Major advantages include enhanced engagement of learners; enhanced integration of images and annotations or diagrams, including display of both images and diagrams simultaneously on a single screen; and the ability to review, revise, save, and distribute diagrams and annotated images. Disadvantages include cost and potentially complicated setup in very large auditoriums.

The Effects of Interactive Whiteboards (IWBs) on Student Performance and Learning: A Literature Review

Many K-12 and higher-ed schools in both the United States and the United Kingdom have made a substantial investment in interactive whiteboard technology. Interactive whiteboards (IWBs) are generally perceived by students and teachers as a positive addition to the classroom learning environment. While there is support for links between IWBs and increases in student motivation, questions remain about the relationship between IWBs, student learning, and achievement. In this study a literature review was conducted to better understand the research to date in this area. Several common themes surfaced including the effect of IWBs on pedagogy, motivation, interaction, perception, learning, and achievement. In addition, the research suggests that these effects are related to contextual factors such as teacher training, teacher confidence, school culture, technical support, and lesson preparation and practice time. An IWB framework is suggested and directions for future research are also discussed.

CONVERGENCE OF DATA SOURCES IN THE ANALYSIS OF COMPLEX LEARNING ENVIRONMENTS

Learning in technology mediated learning environments is a complex process that varies across individual and group contexts. Complex learning environments that are mediated by technology require distinct concurrent methodologies that reveal when and where learning may occur. This paper describes the analysis of two technology-mediated problem-solving environments, one that uses concurrent methods to identify expertise, and the other that examines the influence of technology in a collaborative learning situation. The first example examines individual problem solving in the context of a stand-alone environment, BioWorld, whereas the second example examines the joint production of medical decisions with traditional and interactive whiteboard technology in a medical classroom. These examples demonstrate how concurrent methods add to our understanding of individual learning as well as the co-construction of knowledge in the context of clinical reasoning using technology.