The features of interactive whiteboards and their influence on learning

Kennewell, Steve; Beauchamp, Gary K.

doi:10.1080/17439880701511073

Cited by 114 publications

(74 citation statements)

References 5 publications

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“…Teachers use IWB technology maintaining learner's attention labeling, highlighting and coloring features of the content in a continued high level of participatory pedagogy [30].…”

Section: Discussionmentioning

confidence: 99%

Interactive White Boards’ Added Value in Special Education

Drigas

Papanastasiou

2014

Int. J. Onl. Eng.

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Abstract-Interactive whiteboards indicate positive effects on students with special educational needs and promote a multi sensory style of learning. In this review paper we cope with the studies that explore the integration of IWBs in special education, in the last fourteen years (2000-2013). Research showed that interactive whiteboards are able to keep Special Education Needs students engaged in classroom facilities scaffolding their learning through technical and pedagogical interactivity. This technology has proven its value added to students with severe, complex, moderate learning disabilities, Autistic Spectrum Disorder, Attention Deficit Hyperactivity Disorder and on deaf, blind or physically impaired.

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“…Teachers use IWB technology maintaining learner's attention labeling, highlighting and coloring features of the content in a continued high level of participatory pedagogy [30].…”

Section: Discussionmentioning

confidence: 99%

Interactive White Boards’ Added Value in Special Education

Drigas

Papanastasiou

2014

Int. J. Onl. Eng.

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“…The analysis of IWB activities during math and English lessons (Kennewell & Beauchamp, 2007) showed activities that are more effective with IBW compared to black/whiteboard and functions that are possible only with IWB (e.g., results of math questions saved for review on the next lesson). In some advanced cases, especially when student-IWB interactivity is involved, this tech-nology is used as a 'mindtool' (Jonassen, 2006) extending students' cognition and supporting the thinking process.…”

Section: Iwb As a Mindtoolmentioning

confidence: 99%

“…However, in some cases the use of the IWB appeared to be simply replacing the blackboard. The literature expressed concern about 'misuse' of IWB by teachers by over-using functions that simply mimic chalkboard techniques, primarily writing, with a lowlevel of student engagement (Kennewell & Beauchamp, 2007;Way et al, 2009). …”

Section: Iwb As a Mindtoolmentioning

confidence: 99%

Teachers for "Smart Classrooms": The Extent of Implementation of an Interactive Whiteboard-based Professional Development Program on Elementary Teachers' Instructional Practices

Blau

2011

IJELL

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This study investigates the implementation of an Interactive Whiteboard (IWB) professional development program on instructional practices of elementary teachers. The research assesses to what extent teachers implement IWB-related strategies (e.g., technology-pedagogy correspondence, interactivity types, teaching-learning mode, differentiated learning, student-centered learning, multimedia principles, and appropriate design of IWB slides) in their instructional practices after completion of a 30-hour IWB professional development program. A case study design was used. The data was collected immediately after the course using the instrument for assessing IWB lessons through non-participant observations of 43 elementary teachers coming from different subject-matters and schools. The results are discussed in terms of constructivist and cognitive approaches to teaching and learning. Consistent with the constructivist pedagogy, teachers encouraged IBW-student interactions; however, they did not stimulate enough student-student communication. They adapted non-linear learning techniques across the Internet; however, they continued the linear use of prepared IWB files. The lessons' time was divided between the whole class teaching (50%) and more differentiated individual or small group activities. The teachers functioned more as "guide on the side", scaffolding student learning, rather than transferring knowledge. Regarding the cognitive approach, the participants' abilities to apply the multimedia principles and the level of their digital design skills were very high. IWB programs should promote interactivity among students, emphasize saving IBW files for further review, and using nonlinear learning through IBW files.

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“…Dünyada Avusturalya (Holmes, 2009) (Çelik ve Atak, 2012). Alanyazın incelendiğinde etkileşimli tahtaların öğrenme (Slay vd.,2008;Serow & Callingham, 2008;Kennewell & Beauchamp, 2007) ve öğretme (Verenikina,Wrona, Jones, & Kervin, 2010;Holmes, 2009) üzerindeki etkilerinin incelendiği, bu teknolojinin kullanılması sırasında karşılaşılan sorunların tartışıldığı (Türel, 2012;Somyürek, Atasoy ve Özdemir, 2009), öğrencilerin veya öğretmenlerin bu teknolojiye karşı tutumlarının ve görüşlerinin belirlendiği (Çelik ve Atak, 2012;Türel & Johnson, 2012;Sünkür, Şanlı ve Arabacı, 2011;Baydaş, Esgice, Kalafat ve Göktaş, 2011;Ateş, 2010;Beeland, 2002;Lai, 2010;Hall & Higgins, 2005) çeşitli araştırmalara rastlanmaktadır. Öte yandan, matematik ve geometri derslerinin soyut kavramları içerdiği, görselleştirme ve somutlaştırma yapabilmenin her ortamda mümkün olmadığı bilinmektedir.…”

Section: Introductionunclassified

Matematik Öğretmenlerinin Derslerinde Etkileşimli Tahta Kullanımına İlişkin Görüşleri: Artvin İli Örneği

Birişçi¹,

Uzun²

2014

İlköğretim Online

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ABSTRACT. The goal of this research is to determine the opinions of teachers about the use of interactive whiteboard. In the study, phenomenology design, a part of qualitative research approach, was used; individual interviews were held with a total of 14 mathematics teachers who were working in secondary schools in Artvin city center. In the interviews, teachers were required to state the effects of above mentioned technology on education process in terms of teacher and students, to explain how they benefit from interactive board technology in their classes, and to mention the problems that they face while using this technology. The obtained data was analyzed qualitatively. As a result of the data analysis, it was determined that teachers benefit from interactive boards in mathematics class for visualization and concretizing abstract concepts. In addition to this, it was seen that they used it as a projector in order to solve more problems and solve them faster. On the other hand, teachers, who were determined to have some negative thoughts, stated that they had problems because of the inability to use such devices and some technical problems, resulting from insufficient infrastructure. KeyWords: Interactive whiteboard, mathematics, teacher views SUMMARY Introduction: In today's world, we can see many changes in different areas due to the technological developments. It is possible to see these changes in the field of education as well as in many places. The reflections of computer and internet technologies can be seen in educational programs that are being implemented. In order to adapt emerging technologies and accelerate their integration process into our educational system various projects have been carried out by the Ministry of National Education (Akpınar, 2003). The Ministry of Education announced FATIH (Increasing Opportunities and Improvement of Technology Movement) project to make more effective use of technology, to maintain the equality of opportunity among students and to ensure more effective use of ICT in teaching-learning process in schools. To ensure the infrastructure of this project, schools were equipped with notebook, tablet PC, LCD panel, interactive whiteboard and the Internet. One of the major components of this project is interactive whiteboard. Interactive whiteboard is the electronic media that transformed from classic boards. In general, interactive whiteboard screen in the form of electronic equipment enables users to operate on touch screen with a finger or a special pen which of them can be used without the need of a computer or a projecto and has an internal hard drives (Türel, 2011). Schools were equipped with interactive whiteboard under Fatih project. With respect to this situation, usage of smart board skills should not be ignored that every mathematics teacher should have within Fatih project. It is important to determine mathematics teachers' opinions related to how they take advantages of interactive whiteboard applications in lessons as the coordinator of the activities u...

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The features of interactive whiteboards and their influence on learning

Cited by 114 publications

References 5 publications

Interactive White Boards’ Added Value in Special Education

Interactive White Boards’ Added Value in Special Education

Teachers for "Smart Classrooms": The Extent of Implementation of an Interactive Whiteboard-based Professional Development Program on Elementary Teachers' Instructional Practices

Matematik Öğretmenlerinin Derslerinde Etkileşimli Tahta Kullanımına İlişkin Görüşleri: Artvin İli Örneği

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