Downloads & Free Reading Options - Results

The purpose of this descriptive-correlational study was to examine the level of self-efficacy of Oklahoma secondary agricultural education teachers regarding their use of the interactive whiteboard (IWB) in classroom teaching. The study also sought to determine if relationships existed between teachers' IWB self-efficacy scores, outcome expectation scores, interest scores, and selected personal and professional characteristics. The findings of this study revealed that as age and years of teaching experience increased, levels of self-efficacy and outcome expectations decreased. Therefore, younger and less experienced teachers were more efficacious and had higher expectations regarding the use of IWBs. Further, this study showed that teachers who perceived they used IWBs more frequently demonstrated higher levels of self-efficacy and outcome expectation. Recommendations and implications point to the creation of professional development opportunities for "digital immigrant" teachers to learn how to use IWBs more effectively and engage students better. In addition, future research should examine how "digital native" teachers are using IWBs as well as other interactive technologies they may be using in their classrooms. (Contains 6 tables.)

There are a limited number of studies about the use of interactive whiteboards (IWBs) in higher education, specifically in teacher education. This study investigated pre-service teachers' perceptions of IWBs. The pre-service teachers involved in the study were studying in nine different teacher training programs. To achieve this goal, a quantitative survey method was employed. Participants of the study consisted of 367 pre-service teachers, 110 male and 257 female, who were studying in diverse teacher training programs. Data were collected through the "Interactive Whiteboard Student Perception Scale for University Students". The instrument consists of 18 items and three factors. Data regarding the participants' demographics and perceived level of technology competence were also collected. The data were analyzed using Pearson correlation and ANOVA statistical analysis. Confirmatory Factor Analysis (CFA) was also conducted to prove the construct validity of the instrument with a large sample. The result of CFA indicated appropriate fit indices for the instrument with three factors. The perceptions of pre-service teachers about the use of IWB were found as positive and high. Pre-service ICT and Physical Education (PE) teachers had the highest mean scores regarding the use of IWB in their courses. Post Hoc analysis indicated a significant difference relying on the department. The results also indicated that there is a significant mean difference between second and third grade pre-service teachers in favor of third grade pre-service teachers. A significant correlation was found between pre-service teachers' perceptions about the use of IWBs and their perceived technology competence.

The term "orchestration", has been used to describe the teacher's role in activity settings incorporating interactive technologies. This musical analogy suggests pre-planned manipulation of events to generate "performance" leading to learning. However, in two recent projects we have observed how effective teaching and learning is often based on serendipity and improvisation--characteristics more often associated with jazz. This paper explores how a jazz analogy can be useful when analysing classrooms in which serendipitous events were exploited and performances were improvised. [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]

This qualitative study provides student perceptions of interactive whiteboard (IWB) use in a secondary biology classroom. The use of the IWB was alternated with the overhead on an ABAB and BABA design in two classrooms. The study was based on semi-structured interviews of thirty-six individuals, representing a sample of rural, high school students. Interview questions focused on three constructs: benefits, limitations, and suggestions for improvement. Analyzing the results ascertained that students found the IWB to be interesting because it was engaging and offered multimedia aspects. Students also reported the IWB to improve instruction through enhanced visuals and notes. Limitations and areas for improvement also were noted. These results can be used to inform educators on possible applications of the IWB's use. Appended are: (1) Interview Questions; and (2) Parental Consent Form. [Master's Thesis, Cedarville University.]

The purpose of this study was to examine the effects of integrating Interactive Whiteboard (IWB) technology on middle school mathematics achievement in an urban school. Propensity score matching was used to create a comparable control group in order to isolate the effects of IWB technology on mathematics achievement. An initial experimental group (n = 716) of ethnically diverse urban students receiving IWB instruction was matched to a control population (n = 856) based on propensity scores generated from demographic and ability data. Student achievement data were analyzed with 2 × 4 ANOVA to access treatment main effects and the effects of demographic variables such as gender, ethnicity, and ability. Ethnicity was a significant moderator of the effects. Specifically, a positive effect size was observed for White students, and the achievement gap was also reduced for Hispanic students. Implications for mathematics pedagogy with an IWB are provided based on these conclusions.

This paper reports how twenty six New South Wales public school teachers creatively integrate interactive whiteboards into their mathematics instruction to support students' learning through adopting a variety of digital resources in conjunction with the interactive whiteboard including online applications, educational software and presentation software. The use of online video clips on the interactive whiteboard was perceived to be very beneficial in engaging students in mathematics lessons. Lack of access and time were considered to be the main barriers to maximising the potential of the interactive whiteboard in mathematics education.

This article presents thirty simple ideas for interactive whiteboards and how IWB can make one's teaching life easier. These teaching ideas for the interactive whiteboard can be used by teachers every day. Tips for classroom management are also presented.

Audio of presentation from International Middle Schooling Conference, Adelaide, Australia, August 2006.

Cutting edge technologies are one of the main areas in which private schools compete so they can showcase themselves as pioneers In Jordan, as it is in other education contexts worldwide. The Interactive Whiteboard (IWB) is becoming one of the rapidly adopted educational technologies everywhere. However, while moving too fast to adopt new technologies, often decision is made without taking teachers' perceptions into account. The current study focuses on teachers' perspectives on two main aspects of the integration of IWBs in four Jordanian private schools: First, teachers' perceptions of IWBs as instructional tools, and second, the presence of various supporting factors identified by the literature for the success of integrating IWB into schools. The study used a 26-item Likert scale which was administered to 200 teachers in the participating schools. The results showed that the participating schools spend extensive efforts and resources in integrating IWBs into their contexts; however, some supporting factors for the effective implementation might have been overlooked. In addition, in contrast to what some professionals might expect and some vendors might try to promote, IWBs did not make teachers' job "easier" in terms of relieving teachers' workloads, despite their values as reported by teachers.

Educational technology plays an increasingly important role in the teaching and learning process. Successful integration is the goal of any new educational technology. The interactive whiteboard (IWB) can be effectively used by teachers to enhance the effectiveness of their lessons. This study explored the attitudes and insights of Saudi female teachers regarding the use of IWBs when teaching English as a foreign language (EFL). It also investigated possible obstacles they may face during their use of this novel technology. Data was collected by distributing questionnaires to forty three teachers at different girls' schools in Riyadh. The results indicated that participants in this study demonstrated positive attitudes toward using the IWB in the EFL classrooms. The results also showed that teachers consider IWBs to be useful devices for enhancing the teaching and learning process and for designing new instructional situations. IWB-based lessons were perceived to be more comfortable for teachers in teaching English. However, teachers stated that they faced some technical obstacles in their use of IWBs. The current study recommended that EFL classes should be equipped with all supplicants of the IWBs. It also suggested that training is important for teachers to deal with the technological devices. EFL teachers need more training to learn how to resolve technical and system problems; they also need to understand how to use all the options offered by the IWBs.

This study aimed to explain the use of interactive whiteboards (IWBs) by English female teachers in Modern Systems School in Jordan. Viewed from the lens of Rogers' Diffusion of Innovation Theory, the study examined and reported teachers' use of IWB and its features that have impact on their decisions to adopt it in Modern Systems School . The study employed the qualitative case study approach. Data were collected through different ways such as semi-structured interviews, document reviews, and participatory observations. Rogers' (2003) diffusion of innovations theory was used to guide the investigation. The study concluded that the extent of teachers' use of IWB is related to their perceptions of the five major attributes: Relative advantages, compatibility, simplicity, trialability, and observability. The regular use of IWB has shifted the teachers' methodologies of teaching from traditional ways to using dialogues, open sources, and group work. The study finally recommended giving more attention to training workshops regarding how to integrate IWB into the educational process.

Language teaching can be enhanced by effective uses of technology; nonetheless, there are teachers who are reluctant to integrate technology in their practice. The debated issue has resulted in a number of Ministries of Education worldwide, including the Greek Ministry, to support a transition through the introduction of Interactive Whiteboards (IWBs). This initiative was not well-received in either the public or private sector, due to the fact that teachers were not provided with any training in how to use IWBs and include them in their teaching. IWBs became intimidating to the language teacher and did not serve their intended purpose in most cases. Nonetheless, there were teachers who were intrigued by IWBs and made an effort to apply them. The present paper focuses on the development of interactive language learning and the effect the teachers' risk-taking has on pedagogy from the teachers' and students' perspectives. The outcomes of the study were that language teachers have taken charge of their own professional growth and take risks in order to help learners benefit from IWBs. However, due to lack of training, teachers and students have not reached the zenith of using IWBs. [For the complete volume of short papers, see ED572005.]

The purpose of this paper is to analyze of latest research focused on the investigation of interactive whiteboards used in teaching and learning Science. In the theoretical framework the main objectives are: a) the identification of specific research regarding the integration of interactive whiteboards in teaching and learning Science and b) the elaboration of an innovative model based on defining the criteria of classification of the research directions in this field. In order to achieve the aim of the study, an ascertained research is employed. The empirical basis of the study consists of content analysis of current research at international level in connection with the components of the innovative model defined in the theoretical part. The findings reveal the current context of educational research focused on integrating interactive whiteboards in teaching and learning Science, as a starting point for the implementation of an innovative project in Romanian higher education.

The purpose of the study is to investigate teachers' and students' considerations, preferences, attitudes and awareness related to using Interactive Whiteboards in 7-12 grades and different courses, and learning. 1013 students from elementary and secondary schools and 65 teachers from different schools were selected to take questionnaire for defining their preferences and awareness for using IWBs in teaching and learning processes. Descriptive statistical analyses were used to investigate whether there were differences between students' and teachers' views based on the survey items. The tests of research questions generated discussion and conclusions were given at the end of the study.

The purpose of the study is to investigate teachers' and students' considerations, preferences, attitudes and awareness related to using Interactive Whiteboards in 7-12 grades and different courses, and learning. 1013 students from elementary and secondary schools and 65 teachers from different schools were selected to take questionnaire for defining their preferences and awareness for using IWBs in teaching and learning processes. Descriptive statistical analyses were used to investigate whether there were differences between students' and teachers' views based on the survey items. The tests of research questions generated discussion and conclusions were given at the end of the study.

The focus of this paper is on how pre-service teachers investigate using interactive whiteboards (IWBs) to incorporate e-teaching into their lessons. Digital convergence in the classroom makes technology an integral part of teaching rather than an add-on feature (Kent, 2004a, 2004b). To establish a context for the use of IWB in schools, the paper first examines relevant literature on IWBs. It then describes a program designed to link knowledge gained in a first-semester Information and Communication Technology (ICT) unit of a first year pre-service teacher undergraduate course with the practical use of IWBs in a mathematics education unit, Working Mathematically, in second semester. During this transfer of knowledge, pre-service teachers also explore the pedagogical implications of using IWBs in the classroom.

Since literacy is essential for learning, one of the main purposes of elementary school is to enhance students' literacy skills. In many countries, it's quite common to use an interactive whiteboard in class, and Taiwan is no exception. The purpose of this study was to determine the effectiveness of using an interactive whiteboard to teach picture books. A mixed-method approach was used in this study. Interactive whiteboards were used to teach picture books to four classes at an elementary school. A pre- and post-test were used to evaluate the increases in the vocabulary of the students. Furthermore, the four participating teachers were interviewed to determine their views on using an interactive whiteboard to teach picture books. The results indicate that using the interactive whiteboard in the lower grades increases the students' interest in reading at school and improves their level of literacy. Based on the results, some suggestions are provided for schools.

Since literacy is essential for learning, one of the main purposes of elementary school is to enhance students' literacy skills. In many countries, it's quite common to use an interactive whiteboard in class, and Taiwan is no exception. The purpose of this study was to determine the effectiveness of using an interactive whiteboard to teach picture books. A mixed-method approach was used in this study. Interactive whiteboards were used to teach picture books to four classes at an elementary school. A pre- and post-test were used to evaluate the increases in the vocabulary of the students. Furthermore, the four participating teachers were interviewed to determine their views on using an interactive whiteboard to teach picture books. The results indicate that using the interactive whiteboard in the lower grades increases the students' interest in reading at school and improves their level of literacy. Based on the results, some suggestions are provided for schools.

Since literacy is essential for learning, one of the main purposes of elementary school is to enhance students' literacy skills. In many countries, it's quite common to use an interactive whiteboard in class, and Taiwan is no exception. The purpose of this study was to determine the effectiveness of using an interactive whiteboard to teach picture books. A mixed-method approach was used in this study. Interactive whiteboards were used to teach picture books to four classes at an elementary school. A pre- and post-test were used to evaluate the increases in the vocabulary of the students. Furthermore, the four participating teachers were interviewed to determine their views on using an interactive whiteboard to teach picture books. The results indicate that using the interactive whiteboard in the lower grades increases the students' interest in reading at school and improves their level of literacy. Based on the results, some suggestions are provided for schools.

Interactive Whiteboards dumped with WikiTeam tools.

Interactive Whiteboards dumped with WikiTeam tools.

Interactive Whiteboards dumped with WikiTeam tools.

Interactive Whiteboards dumped with WikiTeam tools.

Elementary Web Resources for Interactive Whiteboards dumped with WikiTeam tools.

Interactive-Whiteboards-Classroom dumped with WikiTeam tools.

Working within a task-based approach to the teaching of speaking, two interactive whiteboard-based pre-task activities focusing on different phases of the speech production process (Levelt, 1989) were developed and compared with an activity based on the speaking activities currently offered in English as a foreign language course books. The first activity, "Dialogue Expansion," was based on expansion drills/backchaining (Larsen-Freeman & Anderson, 2011) and intended to focus on articulation. The second, "Dialogue Reconstruction," was based on total text reconstruction activities, e.g., Storyboard (Levy, 1997), and intended to focus on formulation. The comparison focused on their impact on the quality (fluency and accuracy) of students' oral productions in follow-up dialogue activities. Three classes of 12-13 year old Spanish learners of English participated in the study which had a within-participants design. The independent variable was the pre-task activities. The dependent variables were the (1) fluency, and (2) accuracy of the language produced during follow-up dialogue tasks. The activities developed in this study had a differential impact on both fluency and accuracy, with the Dialogue Expansion activities promoting accuracy and the Dialogue Reconstruction activities promoting fluency. This evidence corroborates previous research which suggests that the focus of pre-task activities has an impact on the quality of language that students produce during the task cycle and demonstrates that teacher-fronted interactive whiteboard activities can play a role in a task-based approach to language teaching. [For the complete volume, see ED574893.]

Learning the meaningful use of the microscope is an essential requirement in school curricula. Modern science and medicine is hardly conceivable without the inclusion of microscopy. The number of didactic studies in this area, however, is negligible. Real microscopy is rarely used to gain knowledge in higher school years. Could the understanding of cell concept and the skills to interpret histological structures be complemented and supported by digital microscopy? The current study investigates this problem in two methodological ways. First, learning effects of modules with interactive whiteboards (IWB) are compared with original microscopy (2012: n = 70; 2013: 25+14; 2013/14: n = 21+27; 2014: n=40) using the example of human biology with pre-service student teachers. The instruments were questionnaires (short scale of intrinsic motivation, flow, and knowledge test) and interviews. Second, eye movements of 12th grade students were measured during histological image processing of retina and nervous tissue in the student laboratory of neuroscience in Tubingen (High Quality Tower mounted eye tracking) (2013: n = 11+26; 2014: n = 28). We measured that fixation in the area of interest (AoI) corresponded with the level of prior knowledge. The estimation of instructional aids (e.g. schematic representation) while viewing demanding histological images also depends on prior knowledge. The same applies to the IWB. The use of the whiteboard is valued because of the possibility to make visible connections and put these in contexts. The use of the whiteboard does not, however, surpass the motivation and flow of real microscopy in problem-oriented learning processes. The IWB is a good supplement but is not a substitute for the microscope.

Among its many affordances, the interactive whiteboard (IWB) as a digital space for children's dialogic engagement in the Foundation Phase classroom remains largely under-exploited. This paper emanates from a study which was undertaken in an attempt to understand how teachers acquire knowledge of emerging technologies and how this shapes their classroom practices when employing technology as a pedagogic tool. The findings of this ethnographic case study show that, while teachers have become technically skilled through continuous professional teacher development (CPTD), they have also begun to reflect more rigorously on constructivism as a learning theory. Data was generated through semi-structured interviews and classroom observations with digital video recordings. Observations revealed a perceived gap in the use of the IWB as a promising space to generate reciprocal dialogue in classrooms to influence curriculum delivery and learning. This paper argues, therefore, that IWBs can become spaces for dialogic engagement to expand learners' participation and higher order thinking skills through pedagogic strategies. Thus, there is a need to introduce Foundation Phase teachers to dialogic teaching methodologies and the potential impact thereof on learner engagement and learning.

Among its many affordances, the interactive whiteboard (IWB) as a digital space for children's dialogic engagement in the Foundation Phase classroom remains largely under-exploited. This paper emanates from a study which was undertaken in an attempt to understand how teachers acquire knowledge of emerging technologies and how this shapes their classroom practices when employing technology as a pedagogic tool. The findings of this ethnographic case study show that, while teachers have become technically skilled through continuous professional teacher development (CPTD), they have also begun to reflect more rigorously on constructivism as a learning theory. Data was generated through semi-structured interviews and classroom observations with digital video recordings. Observations revealed a perceived gap in the use of the IWB as a promising space to generate reciprocal dialogue in classrooms to influence curriculum delivery and learning. This paper argues, therefore, that IWBs can become spaces for dialogic engagement to expand learners' participation and higher order thinking skills through pedagogic strategies. Thus, there is a need to introduce Foundation Phase teachers to dialogic teaching methodologies and the potential impact thereof on learner engagement and learning.

Interactive whiteboards (IWB) are an innovation that is gaining considerable presence in many contemporary classrooms. This paper examines the use of IWBs in mathematics classrooms. Using a productive pedagogies framework to analyse classroom videos, it is proposed that the classrooms observed used a restricted approach in their use of IWBs. It was found that they were used for quick introductions to lessons and whole class teaching. They were also teacher directed and fostered shallow learning. Through interviews with the teachers, it was found that the approaches observed were based on assumptions about learners and technology. (Contains 2 tables and 1 figure.)

This article reports on the findings of a study conducted to investigate teachers' and students' perceptions of interactive whiteboards (IWBs) in the English as a foreign language (EFL) classroom and to find out differences of perceptions according to some variables such as gender, level of English proficiency, hours of weekly IWB use, and years of teaching experience. Two self-report questionnaires were used to gather main data from 58 EFL teachers and 164 EFL students in a private Anatolian high school in Ankara where IWBs were installed and actively operated by teachers in classrooms. The student questionnaire consisted of 26 five-point Likert-scale items to measure the student's perceptions about (1) Perceived Learning Contribution, (2) Motivation, (3) Perceived Efficiency, and (4) Perceived Negative Effects, whereas the teacher questionnaire included 25 fivepoint Likert-scale items to measure their perceptions about (1) Instructional Effects of IWBs, (2) General Attitudes, (3) Motivational Effects of IWBs, and (4) Need for Training. Quantitative data was further supported by qualitative data gathered from teachers through open-ended questions. The findings revealed that overall both teachers and students have favorable perceptions of the IWB technology and its benefits in EFL classrooms. However, the results of t-test and One-way ANOVA tests showed no significant difference in the teachers' perceptions of IWB use with respect to their gender and years of experience. Female and male students did not have any significantly different perceptions of the IWB technology either. However, the results of One-way ANOVA revealed that students differ in their perceptions according to their level of English proficiency and hours of weekly IWB use. Another finding indicated that teachers with more years of teaching experience had more favorable perceptions of IWBs than less experienced teachers and that teachers who use IWBs more frequently have more positive perspectives on the use of the IWB technology. Similarly, it was found that the more students got involved in using IWBs, the more their perceptions changed favorably. The results of qualitative data also supported the findings of teachers' self-reported perceptions in relation to the general attitudes on the pros and cons of IWB use in EFL classrooms. Another major finding of the study revealed that teachers need training for this technology in order to acquire the essential competencies in pre-service and inservice training programs. Further research in this area could be an investigation of pedagogical approaches to integrate IWBs in the EFL classroom.

This paper reports early work from a project examining the affordances offered by Interactive Whiteboards (IWBs). Here the focus is on the teaching of the definition of quadrilaterals through the use of Cabri Geometre. We discuss the work of two 11-year-old children, who are exploring the kite. The protocol highlights the complexities inherent in understanding definitions of quadrilaterals, as reported widely by other researchers. We conjecture that a change of emphasis in the use of the IWB may encourage figural concepts (Fischbein, 1993) to be controlled by conceptual rather than visual components. (Contains 2 footnotes and 2 figures.) [For complete proceedings, see ED500860.]

The integration of information and communication technology into early year's classrooms is increasingly important for engaging and motivating digital learners. One of the more promising recent revolutions in educational technology that encourages learner's involvement is interactive whiteboard (IWB). Many schools have accepted IWB as core teaching technology for teaching young children. Yet there has been little research that looks into it especially for teaching science in early year's education. This paper reports on selected preliminary findings from a recent study which highlighted a number of affordances, practices and challenges related to teaching science for children aged five to six years using IWBs. A phenomenological perspective was adopted in this study. In-depth interviews with teachers to explore their individual experiences and perspectives about the uses of IWBs were recorded. Data were collected and analysed according to a qualitative approach. The preliminary analysis of the data summary across the seven case studies revealed that the teachers used IWBs in a wide range of ways with the intention of bringing contemporary content into the classroom and leading to the learning of investigative science. Promoting authenticity and connectedness, multimodality and versatility, and efficiency were the most frequently mentioned by participating teachers. This study also illustrates the disruptive effects of conventional classrooms setting, low technical support and insufficient training towards the process of implementation of IWBs.

The purpose of this study was to examine ninth grade EFL students' experiences and attitudes towards classrooms equipped with interactive whiteboards (IWB). The data were collected with a questionnaire about attitudes towards IWB use in EFL classes, and observations from three different classrooms in three different high schools. The study indicated that the EFL students were not fully aware of how to use IWBs in learning English although they had a background of IWB use. In addition, there was no statistically significant difference in the attitudes of the male and female students towards using IWBs. Overall, the results revealed that EFL students' attitudes towards IWBs were positive although there were some technical challenges in IWB classrooms.

The purpose of this study was to examine ninth grade EFL students' experiences and attitudes towards classrooms equipped with interactive whiteboards (IWB). The data were collected with a questionnaire about attitudes towards IWB use in EFL classes, and observations from three different classrooms in three different high schools. The study indicated that the EFL students were not fully aware of how to use IWBs in learning English although they had a background of IWB use. In addition, there was no statistically significant difference in the attitudes of the male and female students towards using IWBs. Overall, the results revealed that EFL students' attitudes towards IWBs were positive although there were some technical challenges in IWB classrooms.

The focus of this research was to examine the impact of the use of interactive whiteboards (IWB) on the engagement of students with intellectual disability in early reading lessons. Case studies of five students with intellectual disability were carried out using an alternating treatments design. Detailed coding of video recordings of lessons was carried out at 30-second intervals across 10 lessons in each of the IWB and traditional desk-top lessons. All students acquired knowledge in the aspect of reading taught. Upon analysis of the levels of engagement, no consistent pattern of difference was observed between the lessons using an IWB and those taught using a more traditional desk-top style delivery. However, the extent of oral language production during lessons did differ between the two conditions, with there being evidence of a higher level of relevant verbal elaborations in the lessons taught away from the IWBs. This result is important as production of language, particularly elaborated or connected language, helps to build knowledge networks and deepen understanding of the task and therefore comprehension. The elaborated language in the non-IWB lessons was found to be up to twice that of the IWB lessons.

The focus of this research was to examine the impact of the use of interactive whiteboards (IWB) on the engagement of students with intellectual disability in early reading lessons. Case studies of five students with intellectual disability were carried out using an alternating treatments design. Detailed coding of video recordings of lessons was carried out at 30-second intervals across 10 lessons in each of the IWB and traditional desk-top lessons. All students acquired knowledge in the aspect of reading taught. Upon analysis of the levels of engagement, no consistent pattern of difference was observed between the lessons using an IWB and those taught using a more traditional desk-top style delivery. However, the extent of oral language production during lessons did differ between the two conditions, with there being evidence of a higher level of relevant verbal elaborations in the lessons taught away from the IWBs. This result is important as production of language, particularly elaborated or connected language, helps to build knowledge networks and deepen understanding of the task and therefore comprehension. The elaborated language in the non-IWB lessons was found to be up to twice that of the IWB lessons.

Over the past three years, Richardson Primary School has transformed its entire educational program based around the widespread introduction of interactive whiteboards (IWBs) into the school. A review of this initiative states that "Richardson is the first school in the ACT, and probably Australia, where the total school community, the students, staff and parents, has embraced a new approach to the use of ICT, which enhances the holistic education of the students... The Richardson effort represents a near revolution in the use of ICT in schools". Early in 2005, Richardson Primary School was awarded one of the Federal Government's National Awards for Quality Schooling for Outstanding School Improvement based on the results achieved using interactive whiteboards. This article describes the new style of pedagogy that was developed to take advantage of this technology with particular reference to the teaching of mathematics. (Contains 3 figures.)

This qualitative project presents students' perceptions of interactive whiteboard (IWB) usage in a third grade elementary classroom. The use of the IWB was alternated with the overhead/chalkboard on an ABAB design. The study was based on semistructured interviews of 19 rural, elementary school students. The interview questions focused on the following constructs: benefits, limitations, and suggestions for improvement. The results established that students found the IWB to be interesting, fun, and engaging because it involved multi-media aspects and improved visuals. The study also noted the students' perceived limitations of the IWB and areas for improvement. The results of this study can be used to inform other educators on possible uses for the IWB in the primary classroom setting. Appended are: (1) Interview Questions; and (2) Parental Consent Form.

This qualitative project presents students' perceptions of interactive whiteboard (IWB) usage in a third grade elementary classroom. The use of the IWB was alternated with the overhead/chalkboard on an ABAB design. The study was based on semistructured interviews of 19 rural, elementary school students. The interview questions focused on the following constructs: benefits, limitations, and suggestions for improvement. The results established that students found the IWB to be interesting, fun, and engaging because it involved multi-media aspects and improved visuals. The study also noted the students' perceived limitations of the IWB and areas for improvement. The results of this study can be used to inform other educators on possible uses for the IWB in the primary classroom setting. Appended are: (1) Interview Questions; and (2) Parental Consent Form.

The study is descriptive survey research that is intended to examine how interactive whiteboards are used in tertiary institutions for teaching and learning. The Ignatius Ajuru University of Education in Rivers State is the study's location. All education students at Ignatius Ajuru University of Education's Faculty of Education make up the study population. The study included 270 pupils as a sample. Using a simple random sampling procedure, candidates were chosen. The interactive whiteboard for teaching and learning at tertiary institutions (TUOIWBFTLTI), a structured questionnaire with 30 items, was utilized as the study's instrument to gather data from respondents. The responses were correlated and a test-retest was used to achieve a reliability coefficient of 0.64. The statistical methods for the investigation were mean and standard deviation. The study discovered that students' interactive whiteboards incorporate different learning styles into a single experience, are spotless and require very little maintenance, and don't require chalk, markers, or any other writing implements. The researcher advises using smart interactive whiteboards for student presentations in light of the findings.

Recently much have been invested in the interactive whiteboard educational technology in Turkey. The government is still wishful to spread it to schools of all levels. This study tries to understand teachers' and students' attitudes toward interactive whiteboard technology along with differences in attitudes resulting from some demographic factors. Two parallel surveys consisting of 25 items were applied to 255 students and 23 teachers from three private schools. Students from sixth to twelfth grades and teachers from 15 different branches participated in this research study. The results indicate that interactive whiteboards are highly rated by both teachers and students. Students mostly prefer the usage of interactive whiteboards in math courses, and their attitudes differ across their genders and school levels. As students get elder, their positive attitudes toward interactive whiteboard technology decrease, and it has been found out that there is no difference between teachers' and students' attitudes. This study includes some implications for policy makers, educator and researchers.

Interactive whiteboards are all the rage in classrooms across the world these days, and for good reason. Like most technology, they hold students' attention much better than a traditional lecture-and-blackboard lesson ever could. They also solve the problem of having only one classroom computer for 30 students by projecting the screen at the front of the room, and they make it easy and fun for both teachers and students to interact with educational software. Many teachers believe the only way to project the contents of a computer is onto an interactive whiteboard, but this is not true. Any computer can connect to a projector, and any software can be projected onto a wall. In this article, the authors discuss how to make an interactive brightboard--a setup with all the functionality of a whiteboard, at a fraction of the cost--by just hooking up a Bluetooth-enabled pen tablet and a wireless keyboard. (Contains 6 online resources.)

Interactive whiteboards are all the rage in classrooms across the world these days, and for good reason. Like most technology, they hold students' attention much better than a traditional lecture-and-blackboard lesson ever could. They also solve the problem of having only one classroom computer for 30 students by projecting the screen at the front of the room, and they make it easy and fun for both teachers and students to interact with educational software. Many teachers believe the only way to project the contents of a computer is onto an interactive whiteboard, but this is not true. Any computer can connect to a projector, and any software can be projected onto a wall. In this article, the authors discuss how to make an interactive brightboard--a setup with all the functionality of a whiteboard, at a fraction of the cost--by just hooking up a Bluetooth-enabled pen tablet and a wireless keyboard. (Contains 6 online resources.)

The use of interactive whiteboards (IWBs) is widespread in the United Kingdom, Australia, and to some extent in the United States and Canada. However, this potentially learning enhancing technology has been adopted very little in Japan at any level of education, apart from some international schools. Furthermore, one of the world's two leading IWB manufacturers has recently closed their Japan office. This paper examines cultural issues and reports of fieldwork mainly from within Japan, but also from Australia, and Thailand. The overall conclusion is that the main factor is the very different philosophy of education. [For full proceedings, see ED565044.]

The use of interactive whiteboards (IWBs) is widespread in the United Kingdom, Australia, and to some extent in the United States and Canada. However, this potentially learning enhancing technology has been adopted very little in Japan at any level of education, apart from some international schools. Furthermore, one of the world's two leading IWB manufacturers has recently closed their Japan office. This paper examines cultural issues and reports of fieldwork mainly from within Japan, but also from Australia, and Thailand. The overall conclusion is that the main factor is the very different philosophy of education. [For full proceedings, see ED565044.]

The use of interactive whiteboards (IWBs) is widespread in the United Kingdom, Australia, and to some extent in the United States and Canada. However, this potentially learning enhancing technology has been adopted very little in Japan at any level of education, apart from some international schools. Furthermore, one of the world's two leading IWB manufacturers has recently closed their Japan office. This paper examines cultural issues and reports of fieldwork mainly from within Japan, but also from Australia, and Thailand. The overall conclusion is that the main factor is the very different philosophy of education. [For full proceedings, see ED565044.]

The use of interactive whiteboards (IWBs) is widespread in the United Kingdom, Australia, and to some extent in the United States and Canada. However, this potentially learning enhancing technology has been adopted very little in Japan at any level of education, apart from some international schools. Furthermore, one of the world's two leading IWB manufacturers has recently closed their Japan office. This paper examines cultural issues and reports of fieldwork mainly from within Japan, but also from Australia, and Thailand. The overall conclusion is that the main factor is the very different philosophy of education. [For full proceedings, see ED565044.]