Interactive whiteboards: Interactive or just whiteboards?

Northcote, Maria T; Mildenhall, Paula; Marshall, Linda; Swan, Paul

doi:10.14742/ajet.1067

Cited by 43 publications

(45 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This focus was also adopted by other researchers investigating perspectives of successful technology integration (e.g., Northcote, Mildenhall, Marshall, & Swan, 2010;Trinidad, Newhouse, & Clarkson, 2004). These studies included descriptors about teacher capacities such as pedagogical knowledge of technology integrated planning, delivery of student-centred authentic learning experiences incorporating problem solving and higher order thinking skills, and knowledge about social and ethical issues.…”

Section: Background Integrated Technology Use: Focus On Teachers' Clamentioning

confidence: 99%

Getting inside the black box of technology integration in education: Teachers' stimulated recall of classroom observations

Tondeur

Kershaw²,

Vanderlinde³

et al. 2013

AJET

View full text Add to dashboard Cite

This study explored the black box of technology integration through the stimulated recall of teachers who showed proficiency in the use of technology to support teaching and learning. More particularly, the aim of the study was to examine how these teachers use technology in their lessons and to gain deeper insights into the multifaceted influences affecting their current practices. In order to explore this black box, observations and stimulated recall interviews with primary school teachers were conducted in schools which were selected by the inspectorate on the basis of advances they had made in educational technology use. Stimulated recall interviews -a verbal reporting technique in which the teachers were asked to verbalize their thoughts while looking at their own classroom practice on videoseemed to be a promising approach to increase authentic understandings of technology integration. The results emphasize that (a) the teachers involved in this study were pedagogically proficient and flexible enough to fit technology in with the varying demands of their educational practices, (b) the teachers' ongoing learning experiences rather than training affected the development of the quality of their practices, and (c) the role of the school and the broader context of teachers' personal lives played an important role. By interpreting the results of the study, recommendations are discussed for teacher technology integration and future research. IntroductionResearch in the classroom documents that teachers are beginning to integrate technology in their classrooms (e.g., Newhouse & Clarkson, 2008;Tondeur, Cooper, & Newhouse, 2010). According to these studies, the use of technology during teaching and learning activities is steadily increasing. But integrating technology is a complex process of educational change, and the use of technology in schools is still extremely varied (Lim, Zhao, Tondeur, Chai, & Tsai, 2013;Spector, 2010). Spector (2010) argues that with the potential of technology we can now do things to improve education that were not possible twenty years ago, but the potential gains in learning and instruction have yet to be realized on a significant global level. In this respect, Lei and Zhao (2007) demonstrate that the quantity of technology use alone is not critical to student learning. In their study, technology uses that had a positive impact on students were those related to specific subject areas and focused on student construction of knowledge.Although there is still much to learn with respect to the role and the impact of educational technology, the studies mentioned above indicate that some teachers are motivated to use the potential of technology in educational practice, while others do not share this affinity. To understand these reasons, many researchers have focused on critical characteristics associated with educational technology use, such as technical and human resources, as well as teachers' innovativeness, their computer experience and their beliefs about education (Hermans, Tondeur, van ...

show abstract

Section: Background Integrated Technology Use: Focus On Teachers' Clamentioning

confidence: 99%

Getting inside the black box of technology integration in education: Teachers' stimulated recall of classroom observations

Tondeur

Kershaw²,

Vanderlinde³

et al. 2013

AJET

View full text Add to dashboard Cite

show abstract

“…It is also easier for teachers to design activities facilitating interaction and cooperation between students. Teachers and students feel closer to each other, as Wood (2002) argued, and students are more motivated to concentrate on and participate in teaching activities (Homles, 2009;Northcote et al, 2010;Slay et al, 2008;Smith et al, 2005;Wall et al, 2005). These advantages largely overcome the limitations of PPT slides in teaching and student learning effectiveness.…”

Section: Educational Implicationsmentioning

confidence: 99%

“…The major advantages of IWB indicated in the literature and their potential in Biology teaching are explained as follows (BECTA, 2007;Glover et al, 2005;Holmes, 2009;Northcote et al, 2010;Slay et al, 2008;Smith et al, 2005;Wall et al, 2005) :…”

Section: Introductionmentioning

confidence: 99%

Interactive WhiteBoard: Effective Interactive Teaching Strategy Designs for Biology Teaching

Yang¹,

Wang²

2012

E-Learning - Engineering, on-Job Training and Interactive Teaching

View full text Add to dashboard Cite

“…Additionally, how experienced and novice teachers differ in their integrative skills in using IWBs is still unclear in current research. More research to explore what specific pedagogical strategies teachers employ during their use of IWBs in different academic domains is also needed since researchers have found that although the IWB is unique in its functions to improve teaching effectiveness, teachers can use it as a general whiteboard (Northcote, Mildenhall, Marshall & Swan, 2010).…”

Section: Implications and Future Researchmentioning

confidence: 99%

Reasons for using or not using interactive whiteboards: Perspectives of Taiwanese elementary mathematics and science teachers

Jang

Tsai

2012

AJET

View full text Add to dashboard Cite

This study examines the reasons for using or not using interactive whiteboards (IWBs) by elementary school mathematics and science teachers in Taiwan. It also considers whether there were any significant differences in the reasons according to teaching subjects, teacher gender, and teaching experience. The survey was developed based on an overview of the discussions from prior research related to the benefits and drawbacks in using IWBs. Percentages were high on all six reasons for using IWBs. Of the five reasons for not using IWBs, budget constraints appeared to be the most important reason why the teachers did not use IWBs in their classroom. Male teachers using IWBs showed significantly higher ratings than female teachers for getting students' attention and increasing interaction. Experienced teachers' ratings were significantly higher than novice teachers for getting students' attention, helping teachers explain complex and abstract concepts, and helping the teaching process. In the group of teachers who reported not using IWBs, male teachers showed significantly higher ratings for the lack of time to design teaching materials, and limited sources of related teaching software. Research implications of this study are provided along with suggestions for future study.

show abstract

Interactive whiteboards: Interactive or just whiteboards?

Cited by 43 publications

References 17 publications

Getting inside the black box of technology integration in education: Teachers' stimulated recall of classroom observations

Getting inside the black box of technology integration in education: Teachers' stimulated recall of classroom observations

Interactive WhiteBoard: Effective Interactive Teaching Strategy Designs for Biology Teaching

Reasons for using or not using interactive whiteboards: Perspectives of Taiwanese elementary mathematics and science teachers

Contact Info

Product

Resources

About