Academic Researches

At iBoard® we see scientific and academic research is essential for the overall progress and development of any given society. For the last ten years, many researches have been made about the use of interactive boards for education. The purpose of this sections is sharing knowledge with you and letting you know what these researches have discovered.

2014 / 2013 / 2012 / 20112010 / 2009 / 20082007

2013

Title: A Study on student and teacher views on technology use.

Abstract: In our day, technology plays a major role in almost all walks of life. Individuals of all ages make use of it in their daily lives. Researchers have also studied this phenomenon The views of individuals on technology use offer clues about the tools they consume. These views may vary. Used in all aspects of our daily lives, technology has also become part of the instructional process at schools. Student and teacher opinions are crucial in the effective and efficient use of technology. The aim of this study is to determine the views of elementary school pupils (grades 1-4) and teachers on technology use. The study group consists of pupils from grades 1 through 4 and their teachers. This is a descriptive study based on the survey model and quantitative research method. Data will be collected by using a 3-point Likert type questionnaire prepared by the researchers. Frequencies and percentages were used in the analyses.

Authors: Buket Akkoyunlua, Semra Erkanb.

Year: 2013


Title: Interactive education in technical University of Varna and how do the students accept it.

Abstract: The following paper aims to present the results of ergonomic assessment of learning environment comprising interactive whiteboards. A great variety of methods were used for the collection of the data. More than one hundred students from the Technical university of Varna took part in the study. The participants were divided into three groups – A, B and C. Group A was composed of students that had not been taught with interactive board, but have had expectations about it; the second group B – students that had been taught using an interactive board and personally had worked with it; the third group C – students that had been taught using an interactive board, but had not worked with it personally. The assessment was made on the basis of analysis of specially developed and completed questionnaires. The paper presents the results from the research. The main recommendations are connected with incensement in the usage of whiteboards in the whole educational process and also adaptation of the classrooms with regard to the comfort, visibility and safety of the students.

Authors: Sonya Vachinska, Valentina Markova

Year: 2013


Title: Teachers’ Remarks on Interactive Whiteboard with LCD Panel Technology.

Abstract: This study investigated the opinions of teachers about using interactive whiteboards with an LCD panel that was installed in classrooms within the FATIH educational project. The study was conducted at six high schools in which installation of interactive whiteboards with an LCD panel in classrooms was completed and teachers who received training in order to use these whiteboards. One hundred and twenty one teachers participated in this study. The data was gathered using open-ended questions. Qualitative data obtained with open-ended questions was analysed using phenomenographic analysis method. Teachers were positive about using interactive whiteboards with an LCD panel in education. Teachers stated that the interactive whiteboard with an LCD panel was used throughout whole course. “Visualization” of an interactive whiteboard with an LCD panel is often expressed to as an acclaimed feature by teachers. The needs to remedy the lack of software and technical problems have been stated by the teachers.

Authors: Ömer Koçak1, Aslan Gülcü.

Year: 2013


Title: Using the Interactive Whiteboards to Teach Picture Books the Case of Taiwan.

Abstract: 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.

Authors: Shan-Hua Chen, Mei-Yun Tsai.

Year: 2013


Title: Learning from International Experiences with Interactive Whiteboards.

Abstract: This paper describes teacher strategies and experiences with interactive whiteboards (IWBs) and draws on the published research in this area to understand how a systemic approach to technology-based innovations in schools can contribute to quality education for all. It explores ways to support the cultural shift in teacher and learner roles that helps to integrate the technology effectively into classroom teaching. It begins by considering how the features of IWB technology might potentially be exploited in the primary or secondary school classroom to support subject teaching and learning. International experiences of implementing IWB programs are then described, mostly from the United Kingdom where integration efforts are the most prominent, and implications for future intervention efforts are examined. The review concludes by defining the organisational conditions for enhancing teacher commitment and thus the likelihood for successful change. In particular, the role of teacher professional development is foregrounded and characteristics of effective programmes are outlined. Some comments about the relative costs and benefits, and recommendations for policymakers, are made.

Authors: Sara Hennessy, Laura London.

Year: 2013


2012

Title: Large multi-touch screens to enhance collaboration in the classroom of the 21st century: an Italian experiment.

Abstract: Thanks to technology-pervaded learning environments, digital natives can experiment new engaging ways of learning together at school. In particular, large displays with multi-touch technology hold new opportunities for the learning process, through the dialogic interaction between students and the simultaneous physical interaction with the screen. Our research suggests the use of a context-aware platform with multi-touch displays to support digital storytelling, in order to increase students’ involvement, motivation, and participation. We start our work by designing an application to create fairytales using multi-touch screens, to stimulate new collaboration opportunities during everyday classroom activities. The paper presents the results of an experiment with Interactive WhiteBoards (IWBs), carried out in an Italian primary school.

Authors: Alessandra Agostini, Elisa Di Biase.

Year: 2012


Title: Teachers’ Belief and Use of Interactive Whiteboards for Teaching and Learning.

Abstract: Interactive whiteboards (IWB) are regarded as one of the most revolutionary instructional technologies for various educational levels. While the impacts of IWBs in classroom settings have been examined recently in a number of studies, this study not only looks at the perception but also examines the actual usage and behaviors associated with promising IWB features in practical settings. The main goal of this paper is to evaluate both teachers’ perceptions and their use of IWBs. A questionnaire was developed based on an extensive literature review as well as related instructional theories and models. The questionnaire consisted of questions about demographics, usage, and teachers’ perceptions related to IWBs. For this study, 174 teacher-participants, who have actively used IWBs for instruction, were selected from various educational levels (from grade 6 to 12). The results show that teachers believe that IWBs can be used for different subject domains. Also, teachers believe
that IWBs can be used to facilitate learning and instruction under the following conditions, 1) collaboration with
colleagues, 2) training about effective instructional strategies using IWB, and 3) more frequent teacher use of
IWBs to improve IWB competency.

Authors: Yalin Kiliç, Tristan E. Johnson.

Year: 2012


Title: Teachers’ Perceptions Regarding the Benefits of Using the Interactive Whiteboard (IWB): The Case of a Saudi Intermediate School.

Abstract: The aim of this study is to examine the views of teachers of intermediate school on the use of the Interactive White Board (IWB) as an instructional tool in the classrooms. A questionnaire was distributed to fifty teachers, and three teachers were interviewed at Prince Sultan Intermediate School in order to determine their views on the use of the IWB. Findings revealed that most teachers believe that IWB constitutes an effective and convenient way to deliver the learning content and that it increases the level of classroom interaction which in turn increases the learning experience. However, the result of study also revealed that the majority of teachers use the IWB as an overhead projector and for internet research but do not make use of the many other advantageous features of the IWB. Based on the fact that the teachers’ reluctance to utilize all of the available IWB features stems from their limited knowledge of all that IWB technology has to offer, it is recommended that teachers using the IWB in class undergo more training so that they can become fully aware of how to optimize its use. It is also suggested that the number of students in the classroom is reduced to allow for more interactive learning.

Authors: Essam Bakadama , Mohammed J. Sharbib Asiria.

Year: 2012


2011

Title: Teachers’ Perceptions of Interactive Boards for Teaching and Learning in Public and Private High Schools in the Arab Education System in Israel.

Abstract: Interactive boards are becoming an integral part of the educational scene in schools in the western countries and are not considered just an additional aid to teaching. In Israel too, interactive boards are becoming gradually part of the educational scene, so evaluation is needed for various aspects of teachers’ teaching and students’ learning with these new tools. One such important aspect is teachers’ perceptions of the interactive board as a tool for teaching and learning. This research intended to examine the difference between teachers’ perceptions of four aspects of the interactive boards: pedagogic, didactic, technical-pedagogic, and technical-didactic aspects. We examined teachers’ perceptions of these aspects in public and private schools. In addition, we examined the difference between the perceptions of those who use the computer for teaching and those who do not. Further, we examined the reasons that prevent teachers from using the interactive boards in public schools as compared to private schools.

Authors: W. Daher, J. Abu-Hussein, E. Alfahel.

Year: 2011


Title: The interactive whiteboard in EFL Classroom (2011)

Abstract: This study describes and analyses the uses of Interactive WhiteBoards in English as a Foreign Language (EFL) classrooms. It tries to answer the following questions; first, how can an Interactive WhiteBoard be used in a learning environment?, second, how can Interactive WhiteBoards promote student engagement?, and what are Interactive WhiteBoard activities in the EFL classroom?The researcher’s impression is that the interactive whiteboard is a very innovative and powerful support for language acquisition. First of all, it provides a bridge that allows using the features of computers without breaking communication. Secondly, it may enhance new kinds of learning processes. Finally, it offers a very interesting option for bringing the Internet into every EFL class.

Authors: Basmah Issa Ahmad Al-Saleem, PhD

Year: 2011


2010

Title: Interactive Whiteboards and the First Year Experience: Integrating IWBs into Pre-service Teacher Education

Abstract: The focus of this paper is on how pre-service teachers investigate using interactive whiteboards (IWBs) to incorporate eteaching 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 firstsemester 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.

Authors: Chris Campbell, Dona Martin

Year: 2010


Title: Stimulating cooperative and participative learning to match digital natives’ needs

Abstract: The school system suffers for being largely based on the concept of teaching as mere transmission of knowledge, with little active participation of students in the educational process. Moreover, children of the 21st century are born in a multi-media digital world and ask for adopting new technology-enhanced tools in the classrooms, in order to be engaged and motivated to learn. Our research moves the first steps towards a pervasive classroom allowing cooperative and participative learning, which could increases students’ engagement and attainments. We start our work by designing applications suited for large interactive (touch sensitive) screens, aiming to stimulate new cooperative learning opportunities in classrooms.

Authors: Alessandra Agostini, Elisa Di Biase, Marco Loregian

Year: 2010


Title: Interactive Whiteboards and Student Achievement

Abstract: This study explored the effects of teachers’ use of interactive whiteboards on students’ reading/language arts and mathematics performance. Reading/language arts and mathematics achievement test scores of all students in the third through eighth grades in a small urban school district in northern Ohio were compared between students whose teachers used interactive whiteboards for instruction and those whose teachers did not. A statistically significant but not meaningful positive main effect of whiteboard use on mathematics achievement was found. A statistically significant main effect on reading achievement was not found, although the reading/language arts scores of students whose teachers used whiteboards were slightly higher than those of students whose teachers did not use them. In addition, statistically significant and meaningful interactions between whiteboard use and grade levels were found, leading to a more careful look at differences in the ways teachers employed whiteboards in their instruction. A within-group comparison of such usage between teachers whose students scored above the mean on standardized tests and those whose students scored at or below the mean revealed that teachers of high-scoring students used interactive whiteboards more frequently and in more creative and constructivist ways than did teachers whose students performed at or below the mean. The results suggest that the use of interactive whiteboards can enhance student learning of mathematics and reading/language arts when teachers use them in a manner that takes advantage of their unique capabilities.

Authors: Karen Swan, Annette Kratcoski, Jason Schenker, Mark van‘t Hooft

Year: 2010


2009

Title: Enhancing Student Learning with Interactive Whiteboards: Perspective of Teachers and Students

Abstract: When used in a pedagogically sound manner, interactive whiteboards (IWBs) are a valuable resource for connecting students with their learning. IWBs have been utilised in remote NSW schools for almost ten years, with other regional schools having only recently installed them. Exemplary teacher practice that demonstrated good pedagogy in the use of IWBs was identified. The lessons of five teachers from three remote and rural NSW primary and secondary schools were videoed to determine how they used the whiteboards to support teaching and learning. Teachers were interviewed to document their perceptions of the use of IWBs and students were interviewed to determine their feelings about the use of IWBs to support classroom learning. These case studies found that there was overwhelming support for the use of IWBs by both teacher and students.

Authors: Sue Gregory

Year: 2009


Title: Interactive Whiteboards: A Tool for Enhancing Teaching and Learning

Abstract: Data indicates that the United States lags behind in the introduction of interactive whiteboards into K-12 classrooms (Decision Tree Consulting, 2008). Early research indicates that elementary students benefit significantly from interactive whiteboards. This is consistent with long-term learning studies and conventional wisdom of education experts over many decades. With school districts facing stringent consequences for failing to meet Adequate Yearly Progress, it is vital for teachers to engage students in the learning process. Recommendations include proposals for United States public policy makers to fund extensive interactive whiteboards into classrooms in conjunction with other current education considerations.

Authors: Kristin Yudt, Lynn Columba

Year: 2009


2008

Title: The Effects of the Use of Interactive Whiteboards on Student Achievement

Abstract: The purpose of the research reported in this paper was to investigate whether the use of interactive whiteboards in English language arts and/or mathematics lessons improved student learning in those areas as measured by student scores on state achievement tests. The study examined the reading and mathematics achievement test scores of all students in the third through eighth grades in a small urban school district in northern Ohio and compared scores between students whose teachers used interactive whiteboards for instruction and those whose teachers did not. Results show slightly higher performance among students in the interactive whiteboard group, with students in the fourth and fifth grades exhibiting the greatest advantage for interactive whiteboard instruction. Further research on the use of interactive whiteboards for K-12 teaching and learning is thus clearly indicated.

Authors: Karen Swan, Jason Schenker & Annette Kratcoski

Year: 2008


Title: Interactive Instruction: Creating Interactive Learning Environments Through Tomorrow’s Teachers

Abstract: Technological innovations provide new possibilities to transform the teaching and learning process. It is important that teacher education programs not only add courses that teach about integrating technology, there must also be a movement for comprehensive programmatic change. The change should reflect a transformation in teaching methodology to influence teaching pedagogy. In this paper, a rationale, framework, and examples of new teaching methodology are presented.

Authors: Diallo Sessoms

Year: 2008


Title: The use of the interactive whiteboard for creative teaching
and learning in literacy and mathematics: a case study

Abstract: This paper considers the ways in which the interactive whiteboard may support and enhance pedagogic practice through whole-class teaching within literacy and numeracy. Data collected from observations of whole-class lessons, alongside individual interviews and focus group discussions with class teachers and Initial Teacher Education students, has provided opportunities to consider the potential of such technology to facilitate a more creative approach to whole-class teaching. The data suggests that, in the first instance, the special features of information and communications technology such as interactivity, ‘provisionality,’ speed, capacity and range enhance the delivery and pace of the session. This research seems to indicate that it is the skill and the professional knowledge of the teacher who mediates the interaction, and facilitates the development of pupils’ creative responses at the interface of technology,
which is critical to the enhancement of the whole-class teaching and learning processes.

Authors: Ruth Wood, Jean Ashfield

Year: 2008


2007

Title: The Influence of Interactive Whiteboards on Fifth-Grade Student Perceptions and Learning Experiences

Abstract: The purpose of this research was to evaluate the influence of interactive whiteboards on student learning of social studies. This research also assessed whether using an interactive whiteboard altered student perceptions of instructional technology. One fifth-grade class consisting of twenty-six students participated in the study. Both qualitative and quantitative data collection methods were used to assess student perceptions and student learning during the intervention. The results of the research indicated student perceptions of technology were positively influenced. Additionally, student learning and engagement increased when the interactive whiteboard was used.

Authors: Sharon Amolo, Elizabeth Dees

Year: 2007


Title: The positive impacts of interactive whiteboards on student learning outcomes in FE colleges, and the conditions under which outcomes can be maximized.

Abstract: This paper draws from a wider study on the use and impact of ICT within FE colleges. The research questions addressed are: what is it about the ways interactive whiteboards (iWBs) are being used that produce positive impacts on student outcomes, and what institutional and personal factors determine which teachers use iWBs effectively? Multiple case-studies of 6 colleges were designed using a new framework for classifying
e-learning uses (ELUs) according to the learning context, learning objectives and the types of software and activities being used. Tutors’ beliefs in the efficacy of iWB use, their intentions for use, teaching style and pedagogical skills, and the subject taught all affected the ways in which iWB were deployed, and in particular the degree of multimedia and pedagogic interactivity. Tutors who made a lot of use of iWBs were in colleges where the leadership vision prioritised ICT within teaching and learning. The strongest impact on student outcomes occurred where iWBs were used in a variety of ways, use was appropriate for the subject, and congruent with the teachers’ purposes and intentions for students’ learning. Tutors who made little use of iWBs tended to be in colleges where the emphasis on management of learning was stronger than on supporting
pedagogic development, and/or they were unaware of the potential of iWBs particularly in relation to their subject.

Authors: Bronwen Maxwell, Helen Finlayson

Year: 2007


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