Student Perceptions of Interactive Whiteboards in a Biology Classroom

Abstract

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.

Notice of Retraction: The exploration of information technology integrated into education

“…The dawn of the modern computer occurred during the 1940s-1960s [18], and it has played a central role for education all over the world. According to Chi-Chen Chang & Chiu-Mang Wang is concerned [8], IT instruction has included the application of teaching preparation, classroom activities, and the assessment of instruction by means of information technology.…”

“…Such flexibility has become a hallmark of online learning and distance education [2]. E-Blackboards An interactive whiteboard (IWB) has become key media in classroom and it is a board which connects computer; and it is an interactive screen that is controlled with the touch of a finger [18]. Such an "e-blackboard" has been a popular tool among instructors for online and web-enhanced teaching [12].…”

IKT-val támogatott módszerek hatékonysága felnőttek nyelvoktatásában

“…Kevés az olyan pedagógiai célú fejlesztő kísérlet, ahol az egyik mérőeszköz interaktív tábla lenne, pedig erre nemzetközi szinten is van igény (Cutrim Schmid, 2008b;Schut, 2007).…”

“…Más is felveti, hogy érdemes lenne ezt a kérdést behatóbban megvizsgálni (Schut, 2007). Goodison , idézi Cutrim Schmid, 2008a Fontos, hogy a fizikai értelemben vett interaktivitás és a magas tanári ellenőrzés felől egyre inkább a kognitív értelemben vett interaktivitás és a magas tanulói ellenőrzés felé mozduljon el (Aldrich, Rogers és Scaife, 1998;Cutrim Schmid, 2008a;Tanner és Jones, 2007).…”

Interactive Whiteboard Use in High-Tech Science Classrooms: Patterns of Integration

“…Teachers have reported that their students are more likely to participate in class discussion when the IWB was in use [8], and that it makes class more interesting, faster-paced, and exciting [4,6]. Students have also indicated a preference for learning with the IWB [4,10,11], frequently mentioning the integration of multimedia components into class lessons as a basis for their preference [7].…”