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

The purpose of this research is to explore the students’ perception about the implementation of blended learning approach (BLA) in inclusive education course. Thirty (30) students participated in this research. The data collection was done by open interview to know students’ perception about the implementation of blended learning. The interview results were analyzed using context analysis techniques. Based on the data analysis, there are four catego-ries of students' attention, namely: display of learning management system (LMS); accessibility; the benefits and sustainability. Student perceptions of each category are: the LMS display on the web of 50.53% is appropriate and simple, but must be modified to make it easier for students to understand. The negative perception about accessibility of 69.57% indicates that internet access to the web is still unstable and slow. Positive perception about BLA benefit of 66.94% indicates good benefits to students especially in terms of adding learn-ing experiences, knowledge, variations of learning models and learning more flexible and independent. A positive perception of BLA sustainability of 66.18% indicates should be continued because it can increase students' learning interest, learn more modern, flexible and independent.

Section: Discussionmentioning

confidence: 99%

Using Blended Learning Approach (BLA) in Inclusive Education Course: A Study Investigating Teacher Students’ Perception

Rasmitadila

Herawati

Humaira

et al. 2020

“…Advocates of the nation argue that IWB plays a crucial role in encouraging students' participation and improve their motivation to learn [5]. Furthermore, IWB provides better studentcentered collaborative environments [1][2] if compare to the conventional teaching approaches (7)(8)(9).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Drivers of Intention to Use Interactive Whiteboards among Malaysia University Students: Does Technology Self-Efficacy Matter?

Wong

Abdullah

2020

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 IWB in teaching and learning, few have developed a model to elucidate the elements which contribute to student teachers’ intention to use IWB. 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 IWB intention to use research model is based on prominent educational technology acceptance theories and models. Five variables (technology self-efficacy, performance expectancy, effort expectancy, social influence, and intention to use) were selected to build a model for this study. Structural Equation Modelling (SEM) was used for this study to identify the predictors and the model fit. The proposed model has accounted for 47.6% of the variance in the intention to use IWB.

“…Although in fact the platforms used for distance offer the possibility of working with virtual whiteboards, in order to use them it is necessary to have graphic tablets. These have disadvantages: the cheaper ones require "blind writing", being the teachers able to see only what it is written on the screen; those that allow to write on the screen do not always have good reaction times, so they are a good solution in case teachers have to write down something on readymade slides but become difficult to use when teachers have to do entire lessons by writing; solutions on paper (Bamboo Folio [10] for example) have a limited writing area; the solutions that offer better performance are too expensive and difficult to implement in a limited time as required by the need for immediate response to the pandemic [11,12]. Xiaohua Jin in [13] observes as conclusion of his study that teachers' innovation consciousness needs to be improved.…”

Section: Introductionmentioning

confidence: 99%

Very Simple and Inexpensive System for Distance Learning with the Use of Chalkboard

Ciofi

Scandurra

2021

Using technology in Covid-19 time's classroom is a given. Many teachers, how-ever, prefer to use chalkboards both because they have difficulty adapting to new methods and because they believe teaching with a chalkboard is more effective. Writing with chalk on a blackboard makes it easier to control the pace of a lecture because it induces to talk while writing, thus giving to the students the time to as-similate new information and to take notes properly. To make it possible for teachers to continue lecturing with this method but in dis-tance learning mode, as required by the anti-Covid-19 provisions, an easy and in-expensive automatic shooting system has been developed, that can be used by schools and universities with minimum effort. To take advantage of the devel-oped software, it is sufficient to have a smartphone (or a webcam) and a PC, without the need for other expensive hardware. The method has been experiment-ed and found to be very effective in our department with a number of colleagues completely relying on it to deliver classes.