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In this study, researcher tried to understand Foreign Language Teaching (English Language Teaching - ELT, and German Language Teaching - GLT) students' and teachers' attitudes on interactive whiteboard (IWB) that they would use in foreign language teaching. A descriptive study was selected by using survey method. In this respect, data were gathered from 210 ELT and GLT students and 8 teachers from these two language teaching departments in Erciyes University. Two questionnaires prepared by Manny-Ikan, Tikochinski, Zorman and Dagan (2011) were administered to understand attitudes of students and teachers: Teacher Attitudes Questionnaire (TAQ) and Students Attitudes Questionnaire (SAQ). According to results; students mostly see learning via the IWB is enjoyable, easier, understandable, favourable, and interesting. Moreover, teachers mostly expressed that instruction with IWB is more enjoyable, brings more workload, allows better access to up-to-date learning materials, and contributes teachers' professional development. [ABSTRACT FROM AUTHOR]

Using technology in classrooms has many advantages especially as students become increasingly digitally literate in recent years. Young learners live their life through technology. "They are web generations and they are hungry for more" (Dale, 2014, p.1). This case has led to an increasing focus on using technology in schools and a need for developing computer skills. Pupils are so enthusiastic about using a variety of technologies in their daily life that it is essential to embed their enthusiasm into the language classroom. For that reason, language teachers have started to use different technological tools and software to enhance their instruction. They have begun to use projectors, interactive whiteboards, tablets and the Internet. They have started to use power point presentations to introduce a topic or explain a grammar point, use authentic texts from the Internet to improve reading/listening skills, apply online vocabulary quizzes or assign projects to the learners. They have changed the way they teach English by making use of these tools. These technological tools also allow teachers to extend classroom communication outside the walls of the classroom, thus, provide learning lifelong. There is a huge variety of available web sources that can be used by both teachers and learners to improve language learning experience. Yet, it is essential for language teachers to guide learners to use these web-based instructional tools to learn and practice English language skills. The purpose of this study is to introduce some of these web-based technologies, especially the ones appropriate for young learners to improve different language skills and to explain their benefits in developing language skills. [ABSTRACT FROM AUTHOR]

Former literature reviews suggested that if (student) teachers learn together in their professional development activities, professional development is enhanced. In the present literature review, we explored a variety of peer teacher professional development activities, conceptually divided into coaching, collaborating, and assessing activities. Specifically, we examined which learning outcomes could be achieved through participating in such activities. By means of a meta-study approach, we additionally reviewed methods, data collection, and theories used in the included studies. Findings showed outcomes were achieved in terms of teacher knowledge, teacher skills, and student learning. At the same time, many studies had methodological weaknesses: many self-report and self-constructed instruments hardly based on theory were applied. Based on the findings, we urge for more rigorous studies that can move the field forward. [ABSTRACT FROM PUBLISHER]

The Interactive Whiteboard (IWB) is now a common technological artefact in Swedish preschools and schools. This study examines preschool teachers’ thinking behind the embedding of IWB in the early years’ mathematics classroom and how preschool teachers structure their mathematical activities when using IWB. Two complementary empirical studies, that is, interviews and video observations, were conducted with four preschool teachers. The findings demonstrate that (just) having a positive attitude to technological artefacts like IWB is less likely to enrich the learning environment and lead to pedagogical change. This suggests that teachers’ IWB use is mostly informed by their pedagogical knowledge. [ABSTRACT FROM PUBLISHER]

Abstract In this paper, we examine findings on the pedagogical use of interactive whiteboards and tablets in schools, gathered over the last five years. The findings reveal how challenging it can be to utilise the opportunities provided by interactive technology. The paper then introduces two case studies focusing on how teachers prepare when beginning to use interactive technologies. Both cases show how teachers develop new ways of using the technology in a pedagogical setting, but also how they face challenges in terms of continuous professional development and implementation of technology in practice.

Compared to other academic disciplines, interactive white board (IWB) research in early childhood education is still in its infancy. To add more knowledge base regarding the instructional effectiveness of IWB for young children, this study aimed to investigate educational phenomenon of using an IWB to teach visual art to kindergarten students. The study adopted a qualitative case study to fulfill the research purpose. The research participants were 25 children aged 5 to 6 years old from a public kindergarten in Taiwan. The qualitative study lasted for four months of one semester. Multiple qualitative data sources were collected from students, teachers, and parents. A qualitative analysis method identified seven major themes. The results indicate that the IWB is an effective learning tool for enhancing students' learning interest and motivation during visual art instruction. The IWB may facilitate discussion about learning process, resulting in more diverse elements in children's paper-based drawings. Schoolteachers and parents both witnessed the positive effect of IWB use on children's drawing instruction. In particular, IWB integration strongly supports students with special learning needs. Based on IWB implementation experiences, several instructional implications for early childhood educators who are interested in IWB adoption in classrooms are proposed. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In complex work settings the design of a system, including the associated work practices, must be completed in use to derive full benefit from the system. We investigate the introduction of an electronic whiteboard throughout a hospital in which management substituted a local design-in-use process, driven by super users, for a centrally organized implementation process. The aim of this study is to investigate the design-in-use approach to systems implementation with respect to the tension that ensued between hospital management’s expectations to the process and the goals pursued in the individual departments. On the basis of interviews we find that many users, including some super users, were skeptical toward design in use, that the process was better suited for intra- than interdepartmental change, and that simultaneous evolution in management’s expectations and the locally pursued goals aggravated the tension. We discuss the circumstances under which a local design-in-use process may, partly, replace conventional systems implementation. [ABSTRACT FROM AUTHOR]

The purpose of the study was to try to develop an understanding of how groups of pre-service teachers organised, planned and built two information and communication technologies (ICT) resources using a learn-technology-by-design framework. The benefits for students in using a learn-by-design approach have been well researched, and the research has covered a broad range of research streams. A design-based research approach underpins the research. This paper presents the observational data, which was collected in an ICT in the Education unit of study. The collaborative design assessment provided pre-service teachers with the opportunity to collaboratively build an Interactive Whiteboard (IWB) resources and a web-based teaching (website) resource. In this study, seven groups were observed while they engaged in a long-term collaboration and completed two group assessment tasks. The results suggest that students needed both guidance and time to develop their skills in collaboration. While there were variations in the collaborative patterns, these variations did not impact the success of the groups in the development of their ICT resources. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

As an example of qualitative study, this study aimed at portraying the teachers‟ opinions about the use of Interactive Boards in their classrooms. The data were collected in individual interviews with 13 teachers working in two high schools located in Yenice, Çanakkale. The results in the study suggested that training on the use of the IWBs played a significant role in the teachers‟ using them effectively in their classrooms. The trained teachers had a clear understanding of how to use the IWBs effectively. The results also indicated that while using the IWBs in the classrooms, the teacher made of use the presentation method for teaching. They mainly used the IWBs for showing videos, for listening to the music or for presenting visual materials according to the lesson content. This study also showed that the technological advancement started with the IWBs in Turkey still remained incomplete from the point of Yenice, Çanakkale. [ABSTRACT FROM AUTHOR]

Visual presentations may assist students with autism spectrum disorder (ASD) to access instruction, and they may be more engaged when interacting with screen media in particular. Interactive whiteboards (IWBs) are large electronic screens that are used for instruction in many classrooms. An alternating treatment design was used to compare the engagement levels in a wholegroup lesson of four students with ASD and mild intellectual disability in conditions using an IWB and in conditions using paperbased materials. Despite some inconsistency, an overall effect was seen and maintained for an increase in engagement levels in the nonwhiteboard conditions for two of the four participants. It is suggested that when content and presentation are kept constant, electronic screen presentation on IWBs does not necessarily increase student engagement. Several directions for future research are suggested. [ABSTRACT FROM AUTHOR]

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An introduction of an innovative technology such as interactive whiteboard (IWB) in classrooms offers new opportunities for improving educational practices. Every new educational technology has to be adopted by teachers that have to adapt it in a creative way in order to fully utilize IWB's potential in instructions. The adoption is a result of various factors, whose impact differs across different technology adoption phases. The main objective of this study is to develop and validate an instrument, allowing simultaneous assessment of external factors that affect users' perceptions about performance expectancy and effort expectancy during different technology adoption stages. To understand differences in factors in different adoption stages, a moderating variable user type was proposed. To test the proposed model, quantitative-qualitative research in the form of an online questionnaire was conducted. Empirical data gathered from 1040 teachers were primarily analyzed using the structural equation modeling approach. The results of this study showed that user interface quality, personal innovativeness and perceived pedagogical impact are factors that affect teachers' perceptions in all adoption stages. With regard to the proposed moderating variable, this study demonstrated significant differences in several causal effect sizes. A qualitative analysis was conducted to further explain the main reasons for abandoning IWB. [ABSTRACT FROM AUTHOR]

This work addresses the use of tablets and smartphones to enhance both student learning and engagement. Tablets were tested as potential substitutes for digital whiteboards, while smartphones were tested as potential survey media in the classroom using a question and answer method. Two teaching strategies were evaluated and compared: (1) traditional, which includes the use of the blackboard together with PowerPoint presentations and (2) interactive, where lessons are taught with the aid of a tablet, using interactive activities and digital materials. Measures of performance outcomes achieved with these strategies were made using the question and answer method at two points, during the classes and during the end-of-term examination. Three different question and answer methodologies were studied and compared, ranging from the very traditional method where students raise their hand to answer a question to the most modern where students use their smartphones to answer. The findings demonstrated higher outcomes with interactive lessons than with traditional learning (PowerPoint included). Tablets proved to be an effective and cheaper substitute for interactive whiteboards during lessons. The results suggested that the use of interactive procedures increased student participation. Furthermore, the students were very receptive to the use of smartphones as survey media. The use of smartphones as clickers is an interesting and instant way for both teachers and students to check students’ learning and perceived engagement. Considering that students are advanced users of smartphones and/or tablets, the use of these may be considered as more convenient than clickers. In addition, it is economically more acceptable than some other audience response systems. [ABSTRACT FROM AUTHOR]

The study examined usage analysis of interactive whiteboard by undergraduate students at the University of Ilorin, Nigeria. A total of 500 students selected from 15 faculties through simple random sampling technique represent the sample. The study adopted a survey approach using questionnaire to gather data from the respondents. Five research questions were developed and answered. The results revealed that the IWB is available to the undergraduate students as a platform for teaching and learning. Undergraduate students in the study are moderately satisfied with IWB, while factors identified as challenges to IWB includes the difficulty of access, reduction in control over learning and monitoring process, lack of proficiency, change in working habit and the different in the classroom organization. The study concluded based on these results that IWB is veritable tool that can enhance teaching and learning and capable of taking it to the next level if the university can invest more on it in terms of making the platform available in all the lecture rooms in the university. [ABSTRACT FROM AUTHOR]

Organizations often build virtual teams to draw information from different parts of the organization to enable better decisions. However, communication patterns among virtual team members often resemble multiple monologues (in which team members broadcast what they know) rather than dialogues (in which team members mindfully share information they have and consider information from others). The result is that team members often fail to integrate the new information they receive from other team members into their mental models, and decision quality suffers. Collective mindfulness is a team-level process in which team members heedfully contribute to the team discussion, align their own actions with the actions of others, and develop shared mental models. Collective mindfulness is more than a sum of individual mindfulness in much the same way that organizational learning is more than the sum of the individual learning of its members. We compared teams using a traditional synchronous text chat tool to teams using a combination of tools designed to promote collective mindfulness (chat plus a whiteboard). The results suggest that teams using chat plus the whiteboard had increased collective mindfulness, and that this increased collective mindfulness led to improved decision quality. Not all teams were effective in using the whiteboard, indicating it was not the provision of the whiteboard that mattered, but rather how teams appropriated it. We identified four appropriations, the combination of which led to increased collective mindfulness and decision quality: information aggregation, discussion of information distribution, discussion of decision criteria, and voting. If any one of the appropriations was missing, collective mindfulness and decision quality suffered. [ABSTRACT FROM AUTHOR]

This empirical study investigates what activities emerge when six-year olds are instructed to create narratives with an interactive whiteboard (IWB). A detailed analysis is provided of what the participants are oriented towards in the activity, and further what aesthetic judgements are used and their role in the evolving activity. Theoretically, the study builds on a sociocultural perspective on learning and Dewey’s (1934–80.Art as Experience. New York, NY: Perigee Books) philosophy on aesthetic experience. The empirical data consist of video recordings of six technology-mediated story-making activities in a preschool class. The findings show that even when the teacher attempts to scaffold narrative learning, the children direct their attention foremost to the visual arts, which occasionally lead to the participants’ insufficient intersubjectivity. This finding is explained with reference to the inherent design of the IWB. Furthermore, the participants frequently use aesthetic judgements on both actions and the created visual objects. The judgements turn out to constitute directives in terms of leading the activities forward and, importantly, being indicators of the children’s learning. [ABSTRACT FROM PUBLISHER]

Mobile devices have become a commodity in nowadays allowing people to get connected and perform several tasks for work. The usefulness of mobile is mobility leading people to solve their problems remotely, facilitating an everyday life. Based on these premises we propose a social interactive whiteboard system using finger-tracking for mobile devices. The application is a drawing tool, allowing users to create a virtual whiteboard and draw different kinds of lines, erase lines, zoom etc. from mobile devices that are featured with built-in projectors. Beyond the end-user application, this study investigates the problematic of tracking a finger using the build-in camera and how images are properly projected as a whiteboard from a mobile device. We present a thorough analysis of the various techniques that can be used to track a finger and depict our proposal to build the mobile-based interactive whiteboard application. The experimental evaluation analysed the performance, reliability and usability of the application taking into account valuable feedback for endusers. [ABSTRACT FROM AUTHOR]

In April 2008, an interactive information communication technology (ICT) network was established in Mpumalanga, South Africa. the network involved the implementation of SMART board interactive whiteboards (IWBs) and collaboration between a leading school and several disadvantaged schools. the main purpose of the Mpumalanga IWB project was to reach out to rural schools in the area in order to improve the teaching of Science and Mathematics for Grade 12 learners. the purpose of the research was also to determine the success factors contributing to the survival of the project as well as the challenges that the interviewees had to face. the project has been extremely successful in bridging the urban-rural divide and is a model for other schools to emulate. [ABSTRACT FROM PUBLISHER]

This paper explored the effects of in-class-level differentiation by making innovative use of an interactive whiteboard (SMARTboard) on math proficiency. Therefore, this paper evaluates the use of SMARTboard in class, in combination with teacher training, using a randomized field experiment among 199 pre-vocational students in seventh grade in the Netherlands. During 6 weeks, students in the intervention group participated in math classes in which the SMARTboard was used to apply level differentiation. The teachers of these classes received a specific training (Technological Pedagogical and Content Knowledge [TPACK]) in using the SMARTboard in class. Control classes were taught by teachers without the training, who did not use the SMARTboard in class. The results showed that level differentiation in class, which was possible because of the efficient use of the SMARTboard, significantly increased math proficiency with 0.25 points. [ABSTRACT FROM AUTHOR]

Purpose To develop a safe and robust workflow for yttrium-90 (Y-90) radioembolization procedures in a multidisciplinary team environment. Methods and Materials A generalized Define-Measure-Analyze-Improve-Control (DMAIC)–based approach to process improvement was applied to a Y-90 radioembolization workflow. In the first DMAIC cycle, events with the Y-90 workflow were defined and analyzed. To improve the workflow, a web-based interactive electronic white board (EWB) system was adopted as the central communication platform and information processing hub. The EWB-based Y-90 workflow then underwent a second DMAIC cycle. Out of 245 treatments, three misses that went undetected until treatment initiation were recorded over a period of 21 months, and root-cause-analysis was performed to determine causes of each incident and opportunities for improvement. The EWB-based Y-90 process was further improved via new rules to define reliable sources of information as inputs into the planning process, as well as new check points to ensure this information was communicated correctly throughout the process flow. Results After implementation of the revised EWB-based Y-90 workflow, after two DMAIC-like cycles, there were zero misses out of 153 patient treatments in 1 year. Conclusions The DMAIC-based approach adopted here allowed the iterative development of a robust workflow to achieve an adaptable, event-minimizing planning process despite a complex setting which requires the participation of multiple teams for Y-90 microspheres therapy. Implementation of such a workflow using the EWB or similar platform with a DMAIC-based process improvement approach could be expanded to other treatment procedures, especially those requiring multidisciplinary management. [ABSTRACT FROM AUTHOR]

Context: Current health care delivery models have increased the need for safe and concise patient handover. Handover interventions in the literature have focused on the use of structured tools but have not evaluated their ability to facilitate retention of patient information.Objectives: In this study, mock pictorial displays were generated in an attempt to create a snapshot of each patient's medical and social circumstances. These pictorial displays contained the patient's photograph and other disease- and treatment-related images. The objective of this randomized trial was to assess the ability of these snapshots to enhance delayed information recall by care providers.Methods: Participating physicians were given four advanced cancer patient histories to review, two at a time over two weeks. Pictorial image displays, referred to as the Electronic Whiteboard (EWB) were added, in a randomized manner to half of the textual histories. The impact of the EWB on information recall was tested in immediate and delayed time frames.Results: Overall, patient information recall declined significantly over time, with or without the EWB. Still, this trial demonstrates significantly higher test scores after 24 hours with the addition of pictures to textual patient information, compared with textual information alone (P = 0.0002). A more modest improvement was seen with the addition of the EWB for questionnaires administered immediately after history review (P = 0.008). Most participants agreed that the EWB was a useful enhancement and that seeing a patient's photograph improved their ability to retain information.Conclusion: Most studies examining the institution of handover protocols in the health care setting have failed to harness the power of pictures and other representative images. This study demonstrates the ability of pictorial displays to improve both immediate and delayed recall of patient histories without increasing review time. These types of displays may be amenable to generation by software programs and have the potential to enhance information transfer in various settings. [ABSTRACT FROM AUTHOR]

FATİH Project is one of the most extensive movements on the way of integrating technology into schools. One crucial factor for FATİH Project to be successful is teachers who are the first degree practitioners of the Project. At this point, pre-service teachers who are the near future's teachers need to know the requirements of the Project. Therefore, the necessity of providing trainings intending FATİH Project during undergraduate education is heated-debate to discuss. Another point under discussion is to provide domain specific (mathematics domain in this study) training for teachers. With this respect, the purpose of this study was to investigate pre-service mathematics teachers' opinions about technology use and FATİH Project before and after given preparatory training towards it. The participants of this study with qualitative paradigm were composed of 15 pre-service elementary school mathematics teachers who were enrolled in the fourth grade in a public university. FATİH Project preparatory training was prepared according to the in-service training provided by Ministry of National Education for teachers and was designed in line with mathematics lessons specifically. This training lasted Pre-service Mathematics Teachers' Opinions about FATİH Project and Technology Use in Mathematics Education 10 weeks with practical applications. An open-ended opinion questionnaire was subjected to pre-service teachers before and after the training. In addition, each participant was interviewed. The findings gathered before and after training were compared. According to the results of the study, it was observed that the definitions of pre-service teachers for FATİH Project were deepened and they used concepts specific to mathematics lesson. In addition, they reported opinions about the positive, negative aspects of and applicability for the Project. Lastly, it was observed that pre-service teachers' awareness towards technologies such as software, hardware and educational portals that were used specifically to mathematics increased in mathematics lessons. [ABSTRACT FROM AUTHOR]

The basis of the submitted study are the continuously rising demands to alter the curricula with the aim to develop students' key competences in order to increase their professional versatility. The lack of scientific research and discussions show that little investigation has been done on the issue of development of key competences. Therefore, the primary objective of our study is to present the teaching methodology, the process of creating the educational model and the pilot verification aimed at the development of key competences through interactive whiteboard in the subject of Technology. The partial results of the pilot research conducted on the research sample of 6th and 8th grade students of primary schools on Slovakia show its usefulness especially in the development of teamwork, in terms of interpersonal competences, problem solving in terms of learning competences and reading comprehension in terms of communication competences. The presented educational model reflects the contemporary requirements in terms of using information and communication technologies in the teaching of the subject of Technology, in which the acquisition of key competences becomes considerably important. [ABSTRACT FROM AUTHOR]

Copyright of Asian Journal of Instruction / Asya Öğretim Dergisi is the property of Asian Journal of Instruction and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A multiple probe design across behaviors was used to evaluate the effectiveness of a SMART Board used in conjunction with teacher delivered constant time delay (CTD) to teach environmental text to three young students with disabilities and minimal group learning experience during small group direct instruction. Observational learning, instructive feedback, and generalization were also assessed. Initially, reinforcement was presented to the group via the SMART Board, but was modified to a token economy to address challenging behavior and non-responding in some students. Results suggest that using a SMART Board and CTD was effective for one participant when group reinforcement was used and effective for all participants when an individualized token economy was added to sessions. Teachers should be cautious when using group reinforcement strategies with young students who may not have extended learning histories with small group instruction and reinforcement other than token economies. Suggestions for future research and implications for practice are provided. [ABSTRACT FROM AUTHOR]

This review examines Anne Katrine Kamstrupp's article 'The wow-effect in science teacher education; technology; sociomateriality.' In the discussion below we explore three key areas of her ethnographic research. First, we reconsider Kamstrupp's article through the lens of technology as a pedagogical choice and philosophy. This is followed by our discussion of aspects of her study within the context of a basic understanding that entry-level pre-service teachers need to fully understand both the process of learning and scientific principles as these are important foundational factors in determining whether or not the wow-effect will occur as expected. Finally, our review team presents multiple areas in Kamstrupp's article as potential points for further elaboration. [ABSTRACT FROM AUTHOR]

The smart classroom incorporates many different types of IT hardware including tablet computers, interactive white boards, work stations and many other integrated uses of these IT technologies which are used for instructional purposes. Conducted with 40 students majoring in Communicative Arts who participated in a technology-supported learning environment, this study investigated the perceived effectiveness of technologies, learner motivation, participation and learning outcome in the smart classroom. Research findings show that the students' perceived effectiveness of educational technologies was at a high level while their learning motivation was at a moderate level. In addition, a positive relationship was found between students' learning outcome and participation, but motivation and perceived effectiveness of technologies in the smart classroom were not related to their learning outcome. Responses from open-ended questions can be used to support the acceptance of the new learning environment since the use of various media equipment by first time users allows for the exploration and the presentation of ideas not achieved in a traditional classroom setting. It can be concluded that learning in a technology-supported environment like the smart classroom can foster a more inquisitive approach. [ABSTRACT FROM AUTHOR]