Using socrative and smartphones for the support of collaborative learningIJITE
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning
process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers
due to its effects on student learning performance. In this study, our primary objective is to investigate the
effect of Socrative with combination of smartphones on student learning performance. We also observed
the benefits of interactivity between the teacher and the students and among classmates, which positively
influences collaborative learning and engagement of students in the class. We test these relationships
experimentally in a community college class environment using data from a survey answered by students in
information technology associate degree. The results of our study reveal that collaborative learning and
engagement of student in the class improves student learning performance. We highly recommend these
tools in educational settings to support the learning process.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
Using socrative and smartphones for the support of collaborative learningIJITE
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning
process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers
due to its effects on student learning performance. In this study, our primary objective is to investigate the
effect of Socrative with combination of smartphones on student learning performance. We also observed
the benefits of interactivity between the teacher and the students and among classmates, which positively
influences collaborative learning and engagement of students in the class. We test these relationships
experimentally in a community college class environment using data from a survey answered by students in
information technology associate degree. The results of our study reveal that collaborative learning and
engagement of student in the class improves student learning performance. We highly recommend these
tools in educational settings to support the learning process.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
The Development of Edmodo-Based E-learning in Mathematics for Class V at Dr. ...IJAEMSJORNAL
This study aims to produce an Edmodo-based e-learning development product in mathematics class V at Dr. Wahidin Sudirohusodo Primary School and to know the feasibility and effectiveness of the developed Edmodo-based e-learning media. This study uses a Research and Development (R&D) approach with ADDIE model where each stage is interconnected and in stages in producing development products. The research subjects in this study are the design, media, learning material experts, the teacher, and the students. The hypothesis proposed of this study is that the development media products on Edmodo-based e-learning are feasible and effective for use in the learning process of mathematics. The data is collected through questionnaire by research subject assessment instrument and posttest from learning outcome instrument. The feasibility of the media is obtained through the validation and testing by research subjects where the average percentage of the results of the assessment of design, media, and learning material experts is 89.3%, while the average percentage of the results of teacher and student assessments in the trial of individual and groups of students is 90.5% who fall into the “Very Appropriate” category. The product effectiveness test from the learning outcome test data on the research hypothesis test through one-party test obtained tcount > ttable (2.3798 > 1.66980), which means that students’ mathematics learning outcomes with Edmodo-based e-learning were higher than students who studied conventional truth-tested. Thus development media products on Edmodo-based e-learning are feasible and effective for use in the learning process and can improve student learning outcomes compared to conventional learning.
AN ASSESSMENT OF ICT SUPPORT FOR STUDENTS LIVING WITH DISABILITIES AT THE UNI...IJITE
The purpose of the study was to assess the ICT support for the students living with disabilities at The
University of Namibia. A qualitative methodology was used through the use of an in-depth face to face in
interview which was administered to 12 participants who were lectures and disabled students from the
University of Namibia disability Unity. The participants in the study were selected through the use of the
purposeful strategy. The study findings unveiled that PCs cell phones and internet, software programmes,
projectors and white boards, classroom televisions and radios downloaded app videos and braille’s and
hearing aids are some of the ICT equipment available for the students at living with disabilities at the
University of Namibia. The study also established that lack of training in administrators, lecturers and
disabled student who are in the disability unity of the University of Namibia in ICT equipment usage, lack
of technical support from the University, lack of ICT resources, lectures low content knowledge and limited
computer knowledge of the lectures for students living with disabilities are some of the challenges faced by
students living with disabilities at the University of Namibia. The study also found out that there is need for
management collaboration and support ICT resources for students living with disabilities. The study also
revealed that the provision of incentives to the lecturers teaching students with disabilities will improve the
lectures utilisation of ICT gadgets during the teaching of students living with disabilities at the University
of Namibia. In addition, the study also recommended that monitoring and evaluation of the ICT support for
the students living with disability need to be strengthened at the University of Namibia. Furthermore, the
study also recommended that there should be collaboration between the various educational stakeholders
in the provision of ICT support to students living with disabilities at the University of Namibia.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
The Development of Edmodo-Based E-learning in Mathematics for Class V at Dr. ...IJAEMSJORNAL
This study aims to produce an Edmodo-based e-learning development product in mathematics class V at Dr. Wahidin Sudirohusodo Primary School and to know the feasibility and effectiveness of the developed Edmodo-based e-learning media. This study uses a Research and Development (R&D) approach with ADDIE model where each stage is interconnected and in stages in producing development products. The research subjects in this study are the design, media, learning material experts, the teacher, and the students. The hypothesis proposed of this study is that the development media products on Edmodo-based e-learning are feasible and effective for use in the learning process of mathematics. The data is collected through questionnaire by research subject assessment instrument and posttest from learning outcome instrument. The feasibility of the media is obtained through the validation and testing by research subjects where the average percentage of the results of the assessment of design, media, and learning material experts is 89.3%, while the average percentage of the results of teacher and student assessments in the trial of individual and groups of students is 90.5% who fall into the “Very Appropriate” category. The product effectiveness test from the learning outcome test data on the research hypothesis test through one-party test obtained tcount > ttable (2.3798 > 1.66980), which means that students’ mathematics learning outcomes with Edmodo-based e-learning were higher than students who studied conventional truth-tested. Thus development media products on Edmodo-based e-learning are feasible and effective for use in the learning process and can improve student learning outcomes compared to conventional learning.
AN ASSESSMENT OF ICT SUPPORT FOR STUDENTS LIVING WITH DISABILITIES AT THE UNI...IJITE
The purpose of the study was to assess the ICT support for the students living with disabilities at The
University of Namibia. A qualitative methodology was used through the use of an in-depth face to face in
interview which was administered to 12 participants who were lectures and disabled students from the
University of Namibia disability Unity. The participants in the study were selected through the use of the
purposeful strategy. The study findings unveiled that PCs cell phones and internet, software programmes,
projectors and white boards, classroom televisions and radios downloaded app videos and braille’s and
hearing aids are some of the ICT equipment available for the students at living with disabilities at the
University of Namibia. The study also established that lack of training in administrators, lecturers and
disabled student who are in the disability unity of the University of Namibia in ICT equipment usage, lack
of technical support from the University, lack of ICT resources, lectures low content knowledge and limited
computer knowledge of the lectures for students living with disabilities are some of the challenges faced by
students living with disabilities at the University of Namibia. The study also found out that there is need for
management collaboration and support ICT resources for students living with disabilities. The study also
revealed that the provision of incentives to the lecturers teaching students with disabilities will improve the
lectures utilisation of ICT gadgets during the teaching of students living with disabilities at the University
of Namibia. In addition, the study also recommended that monitoring and evaluation of the ICT support for
the students living with disability need to be strengthened at the University of Namibia. Furthermore, the
study also recommended that there should be collaboration between the various educational stakeholders
in the provision of ICT support to students living with disabilities at the University of Namibia.
Using Socrative and Smartphones for the support of collaborative learning IJITE
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning
process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers
due to its effects on student learning performance. In this study, our primary objective is to investigate the
effect of Socrative with combination of smartphones on student learning performance. We also observed
the benefits of interactivity between the teacher and the students and among classmates, which positively
influences collaborative learning and engagement of students in the class. We test these relationships
experimentally in a community college class environment using data from a survey answered by students in
information technology associate degree. The results of our study reveal that collaborative learning and
engagement of student in the class improves student learning performance. We highly recommend these
tools in educational settings to support the learning process.
Using Socrative and Smartphones for the support of collaborative learning IJITE
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning
process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers
due to its effects on student learning performance. In this study, our primary objective is to investigate the
effect of Socrative with combination of smartphones on student learning performance. We also observed
the benefits of interactivity between the teacher and the students and among classmates, which positively
influences collaborative learning and engagement of students in the class. We test these relationships
experimentally in a community college class environment using data from a survey answered by students in
information technology associate degree. The results of our study reveal that collaborative learning and
engagement of student in the class improves student learning performance. We highly recommend these
tools in educational settings to support the learning process.
Technology and Early Childhood Education A TechnologyIntegr.docxjacqueliner9
Technology and Early Childhood Education: A Technology
Integration Professional Development Model for Practicing
Teachers
Jared Keengwe Æ Grace Onchwari
Published online: 3 September 2009
� Springer Science+Business Media, LLC 2009
Abstract Despite the promise of technology in educa-
tion, many practicing teachers are faced with multiple
challenges of effectively integrating technology into their
classroom instruction. Additionally, teachers who are suc-
cessful incorporating educational technology into their
instruction recognize that although technology tools have
the potential to help children, they are not ends in them-
selves. This article describes a Summer Institute project
that the authors facilitated in a medium sized midwest
public university. The summer workshop afforded partici-
pating early childhood education teachers exciting oppor-
tunities to interact with various instructional tools and
technology applications. Further, the practicing teachers
explored various strategies to integrate specific technology
tools into their lessons in a manner consistent with con-
structivist pedagogy. This article is intended to stimulate
reflections on the need to adopt a suitable technology
integration professional development model in early
childhood education classrooms to support young learners.
Keywords Early childhood education � Teachers �
Technology integration � Professional development
Introduction
The integration of educational technology into classroom
instruction to enhance student learning is of increasing
interest to stakeholders such as policymakers, administra-
tors, educators, students, and parents (Keengwe 2007).
Over the past decade, educators have been under pressure
to reform school through technology. Public and political
support for technology use has generated billions of dollars
toward increasing its availability to schools and colleges
(Cuban 2001; Oppenheimer 2003). About 90% of all
children today have used a computer (Debell and Chapman
2003). However, the National Center for Education Sta-
tistics (NCES) reported that only half of the public school
teachers who had computers or the Internet available in the
schools used them for classroom instruction (Judson 2006).
Many parents recognize that technology is important
and its use can improve the quality of work children
complete in and outside school (Kook 1997). Even so,
there are concerns about technology’s potential benefits or
harm to young children. By creating appropriate technol-
ogy-based learning environments and developmentally
appropriate activities for children, teachers can provide a
variety of positive learning experiences for young learners.
However, as Wang and Hoot (2006) note:
Early childhood educators are now moving away
from asking the simple question of whether technol-
ogy is developmentally appropriate for young chil-
dren. Rather, they are more concerned with how
[information and communicati.
1Emerging New Technologies in Early Childhood EducatAnastaciaShadelb
1
Emerging New Technologies in Early Childhood Education
Lua Shanks
EDDD 8113
Doctor of Education
Week 6: Refining the Problem and Purpose Statement Comment by Beryl Watnick: Week 8
Emerging New Technologies in Early Childhood Education
Technological revolutions have transformed early childhood education significantly.These developments have eased the tasks of instructors who had challenges related to delivering high-quality education. Aydin et al. (2017) found in their study that both the curriculum and instructional methods have weaknesses that significantly reduce education quality in early childhood schools. For instance, the authors found that the ratio of teachers to students is lower than required, which implies that there are more students per teacher. Consequently, the teachers cannot comprehensively deliver customized instructions to all students effectively due to time constraints. The authors recommend the use of technology, and employment of more teachers to increase instructional quality by increasing the time taken to teach each student according to their learning and developmental needs. In that regard, Dziuban et al. (2018) discuss raise concerns that there are many challenges in early childhood education (ECE). They include ineffective instructional methods, substandard learning environments, and inappropriate content that do not effectively support children's learning and developmental needs. The authors propose the use of technologies to promote quality education and growth in early childhood education. Comment by Beryl Watnick: Really? Where is there evidence for this statement? Comment by Beryl Watnick: grammar
Samudra et al. (2019) argue that the use of technology has not been used to the required potential to improve learners’ needs in early childhood education settings. For instance, the authors found that technological devices have the potential to increase children's developmental and educational needs. In this regard, the authors recommend the use of technological devices including tablets and computers to teach children. The authors researched and found that audiovisual learning devices increase interactive learning, which is associated with high engagement and high performance. Comment by Beryl Watnick: That is obvious, isn’t it?
Research Problem
The problem is that many early year teachers in the current education sector do not have enough ICT equipment and expertise at their disposal to adequately deliver holistic instruction to early year learners. The quality of instruction is not increasing regardless of the increasing advancements in technology. According to Aydin et al. (2017), changes are continuing to be noticed in classroom populations, and in performance. For instance, the number of immigrants has increased significantly, which implies that there is a crucial need to apply effective and appropriate instructional approaches. Additionally, there has been a disproportional improvement in instructi ...
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
This study explored the main barriers to effective integration of Information and Communication Technology (ICT) in Harare Secondary School Education. Data were collected using close ended questionnaires. Participatory research was also carried out to familiarize with the changes happening in secondary schools with respect to integration of ICT in education and to find out the challenges being faced. Data were analyzed using the Statistical Package for Social Scientists (SPSS). The results showed that although teachers are aware of the benefits of using ICTs in education there was still limited use of this pedagogy in classrooms as teachers were facing a number of challenges which acted as barriers to the successful implementation of ICT in education. These include lack of a clear sense of direction on how to use ICT to enhance the learning of students, inadequate resources and support as well as lack of the required technological skills among the teachers. The study recommends that effective planning to counter these barriers before implementation would greatly increase the effectiveness of ICT integration in secondary schools.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Students’ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
Secondary students’ perspectives on the use of the interactive whiteboard for teaching and learning of science in malaysia
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
Secondary students’ perspectives on the use of the Interactive
Whiteboard for teaching and learning of Science in Malaysia
Termit Kaur Ranjit Singh* Abdul Rashid Mohamed
School of Educational Studies, Universiti Sains Malaysia, 11800 Minden, Pulau Pinang, Malaysia
* E-mail of the corresponding author: termitk@usm.my
The research is financed by Universiti Sains Malaysia
Abstract
This study which was exploratory in nature, aimed at gaining insights into students’ perspectives in the teaching and
learning of Science using the Interactive Whiteboard technology. Interviews were carried out during lessons in the
classrooms of three selected schools. This study shows that the interactive whiteboard can motivate the students as well
engage them with the teaching and learning process. The appropriate use of the IWBs promotes increased classroom
interactions. The introduction of IWBs into the classroom entails much more than the physical installation of the board
and software. Results from this study indicate that students interact more in classrooms where technology is used
effectively.
Keywords: Interactive Whiteboard, Teaching and learning of Science, Classroom interactions
1. Introduction
Skills regarding information and communication technologies (ICTs) have gained incremental importance for
education, employment and communication in recent years. ICTs have become significant tools to access
information, educate individuals and conduct interactive instructional activities regardless of time and location
(Mobbs, 2002).
Technology has changed dramatically and the advancement has affected almost every aspect of our lives. However
there is a great need to discover if technologies when utilized, will enhance education and the learning process. A
classroom environment where technology is used in innovative ways could lead to improve learning and teaching
(Wishart & Blease, 1999).
The interactive whiteboard (IWB) is one example of such emerging technologies. The IWBs allow teachers and
students to relate with technology in a manner that was not previously possible. The touch-sensitive board allows
users to interact directly with applications without having to be physically at the computer which is projecting the
image onto the board, providing two-way interaction between the teacher or student and the medium. This level of
interaction allows a wider range of participation by the student, leading to an increased state of engagement, in the
learning environment as found by Bryant & Hunton (2000).
2. Background of study
Interaction among the students is promoted with use of IWB, The interaction between the students, the learning
materials and the teacher, also increases as a large work space is provided for hands-on work with multimedia
resources. A display surface large enough for everyone to see encourages high levels of student interaction as found
in research done by Latham (2002). A teacher and a student can interact with the IWB at the front of the class while
the students remain involved. As research from the United States, the United Kingdom and Australia indicates, the
IWB allows for the progress of classroom activities that are engaging for students (SMART Technologies Inc.,
March 2006). This encourages more participation and interaction in the classroom and greater focus in the teaching
and learning process. As a result, student learning outcomes are improved.
9
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
In the United States, research by Gerard and Widener (1999) found that the interaction in the classroom was being
supported by the interactive whiteboard. In addition, it also helped with the presentation of new cultural and
linguistic elements. Research by Solvie (2001) revealed that the interactive whiteboard was a novel and created
enthusiasm for learning in the students. Further, Solvie (2004) discovered that “Visual display in the form of
diagrams, webs and pictures, as well as use of colors and shapes to highlight text, prompted engagement (in SMART
Technologies Inc., March 2006, p.6).” Additional U.S. studies focusing on the attitudes of middle-school students
and teachers towards interactive whiteboards indicate a strong preference for the use of interactive whiteboards in the
classroom. The result of Beeland’s (2002) study, indicated that interactive whiteboards can be used to increase
student engagement during the learning process in the classroom.
Within the context of using the Interactive Whiteboard in the teaching and learning of Mathematics and Science,
many surveys have been administered that target views (e.g., teachers and policy makers) about the effectiveness
of using this technology tool to improve students’ achievement in teaching and learning of Mathematics and
Science . Noticeably absent from the dialogue are student perspectives. Students are growing up with evolving
technologies and often adapt to them more quickly than educators who are trying to develop new, innovative ways to
teach. We believe that students’ perspectives are particularly important given the unique historical context in which
we live today. Thus, the objective of this study, therefore, was to elicit the students’ perspectives on the teaching and
learning of Mathematics and Science using Interactive Whiteboard.
2.1 Connecting to Learn: Student Engagement
Learning an integrally social activity because most people need to strengthen their understandings and beliefs by
asking others questions (in SMART Technologies Inc., March 2006, p.7). The social learning theory is grounded in
the perception of the social learner and for the purpose of knowledge construction. Student engagement is seen as a
key component. These learning aspects are shown in the following figure:
Figure 1. Student Engagement in Social Learning
(Source: Adapted from SMART Technologies Inc; March 2006)
10
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
Figure 1 above shows a common feature in the three aspects of social learning; the understanding that student
engagement is vital to learning. Growing collection of international research proves that IWBs encourage student
engagement in the teaching and learning process.. In a classroom in which students' voices are honored, the teacher
gains access to information about students’ perspectives and subjective experiences that promotes responsiveness to
students’ educational, social, affective, and physical needs (Dewey, 1904; Erickson & Shultz, 1992; Oldfather, 1991;
Weinstein, 1989).
One of the most important factors that affect teaching and learning as well as student motivation to learn is student
engagement. A barrier to learning is created when students are uninterested toward learning. Thus, the use of
interactive whiteboards is one current method of delivering instruction that could assist with engaging students in the
learning process. The IWB can be used to deliver instruction in visual learning, auditory learning and tactile learning
(Beeland, 2002).
In visual learning, the use of an interactive whiteboard is for incorporating text, pictures, animation and video. The
auditory learning refers to use of words orally for pronunciation, and speeches, as well as for listening to sounds or
listening to music. Tactile learning refers to students physically interacting with the interactive whiteboard.
Educators can use digital resources while maintaining active interaction with the entire class and encourage a higher
level of student interaction in both teacher-directed and group-based exchanges (Gerard & Widener, 1999). Perhaps
one of the biggest challenges of integrating ICT into learning environments is maintaining active interaction with
students. Rohrkemper (1989) emphasized the importance of interactions with others, as well as with tasks, in
working through problems with difficult learning.
Rohrkemper and Corno (1988) found that students can learn important adaptive strategies when they are confronted
with stressful situations, and argued that these adaptive strategies can and should be deliberately promoted within
classrooms.
Goodison (2002), Levy (2002) and South Texas Community College, (2002) examined students’ view of the using
IWBs in learning Science. Goodison (2002) investigated primary schoolchildren’s awareness of the linkage between
ICT and the way they learn, including the use of IWBs interactive whiteboards. The researchers also examined the
role of IWB in assisting classroom instruction, social learning and student engagement with technology. Meanwhile
Levy (2002) through the use of data from classroom observations, interviews with teachers, and student
questionnaires and focus groups, examined the issues in the implementation of the IWB. The researcher examined
the ways in which the use of IWB had changed the teaching and learning process; the way teachers teach and the
way students learn. The researcher also looked at the problems faced by both teachers and students in the use IWBs.
South Texas Community College, (2002) reported the findings of a survey of 609 high school students in Texas,
measuring the amount of use and perceived value of IWBs. The survey found that Interactive whiteboards were
considered to have helped learning “a little” or “a lot” by 92% of the students.
Interactive whiteboards have positive effects on teaching and learning as outlined in BECTA (2003). The following
benefits of the Interactive Whiteboards for students have been identified by various research as using the IWB,
students have greater opportunity to participate in the learning process, thus helping them develop their social skills
(Levy, 2002), students need not worry about note-taking as notes can be saved and printed (Walker, 2002), IWBs can
be used to create dynamic and interactive presentations that can help students’ understanding intricate concepts
(Smith, 2001) and allow students to be more creative in presenting their work to the class and increase
self-confidence of students (Levy, 2002).
3. Methodology
This study, which was exploratory in nature, aimed at gaining insights into students’ perspectives in the teaching and
learning of Science using IWBs technology. Hence this inquiry employed the qualitative design, which allowed close
interaction between students and IWBs in the natural setting. Focus group interviews were employed to gather data
for this study.
The sample consisted of 12 Form Two (fourteen year olds) classes from three public secondary schools in Penang, a
state in the northern part of Malaysia. The participants comprised groups of ten students from each of the 12 Form
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Two classes. It was crucial that the sample was selected from students who volunteered to take part in the research
since their cooperation in the focus group interviews was vital to the study.
3.1 Data Collection
The focus group interviews were conducted with twelve focus groups of 10 students in each class after the
sequence of 40-minute or 80-minute lessons had been conducted by the teachers. As this research focused on the use
of interactive whiteboard in the teaching of Science, the teachers involved were of Science background plus with
interest in integrating technology in the teaching and learning process. All the focus group sessions were video
recorded and lasted approximately an hour each. All focus group sessions were transcribed in full and used as part of
the analysis.
3.2 Data Analysis
The discussion of each session of the focus group was transcribed and then analyzed to uncover the themes
of the information made available from the interviews. Transcriptions were then coded using the derived categories
from the discussions held. All the information was coded into specific categories. A set of categories were further
developed which aimed to elicit students’ perspectives on the teaching and learning of Mathematics and Science
using Interactive Whiteboard. During the joint research seminar sessions, iterative coding was developed.
4. Findings
The students’ perspectives were analysed under four categories; Learning, Interaction, Motivation and Environment.
Students perspectives under each of these categories were looked at in the teaching and Learning of Science using
the Interactive Whiteboard.
When students were asked if the use of IWB helped with their learning, there were positive responses. Students felt
that the process of learning was made easier and more interesting. They found the material taught was now easier to
understand and agreed that it was more fun to learn using IWB. The products of learning improved as students found
that they now understand better, understand more and learn more at the end of the lesson. The student enjoyed the
lesson and the colors and pictures helped them to remain focused and remember better the emphasized points in the
lesson. However there was also one negative response on the speed of the IWB, Students found it slow and not as
fast as their other technological gadgets that they use.
The students gave positive responses when asked if they acquired new skills. They said that they gained new skills in
using the IWB as they could write and draw on it and were happy to participate in the lesson by answering questions
using the IWB.
Students felt that the level of classroom interaction increased with the use of IWB in the teaching and learning of
Science. They enjoyed using the touch screen and moving objects around to solve puzzles and answer questions.
Students were motivated in learning with the use of IWB. There were positive responses such as “more interesting”,
“more interactive”, interesting animation’, “very colorful” and “can pay attention better”. The only negative
comment was “sometimes very slow and lag a bit”. Students were also of the opinion that using the IWB is also good
for the environment as less use of paper and ink.
5. Conclusions and Recommendations
Results from this study indicate that students interact more in classrooms where technology is used effectively.
Technology integration that brings about an increase in student motivation helps towards enhancing the learning
process. Students get engaged in the learning process that use technology which makes the lesson interesting and
fun. The Interactive Whiteboard allowed increased students’ participation in the classroom during the lesson. It also
helped in the facilitation of the whole group instruction that is more collaborative when compared to a traditional
teaching and learning process which tends to be more passive and direct instruction orientated.
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The findings from this study is in line with results from the survey conducted by South Texas Community College
(2002), reported that the more often a piece of technology is used, the more it supports learning and with findings
from other recent reports (e.g Kratcoski, Bates, & Hopkins, 2007; Mechling, Gast, & Krupa, 2007). These reports
demonstrate a growing trend in increased reliance on technologies for entertainment and communication among
students. Thus, if these technologies can be utilized effectively in classroom teaching, it will bring about an obvious
increase in the level of learning as students would be motivated to participate in the lesson.
In Malaysia, Interactive whiteboards are relatively new. Hence, more research, both in quantitative by nature and
qualitative by nature, is much needed to shed light on all aspects of their use. Interactive whiteboards are quite new
and alien to most teachers and students as well. It would be beneficial to do research in schools that have embedded
the Interactive whiteboards in the classroom practice. This would assist in assessing the impact after the Interactive
whiteboards are no longer felt a novelty. Much research is needed to assess the advantages and disadvantages of
Interactive whiteboards, to justify the cost incurred in integrating this technology into the teaching and learning
environment. Such research would be useful to make sure that schools make the right choices and get value for
money. Such research would also assist in deciding if alternative emerging technologies can be used as lower-cost
solutions.
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Dr Termit Kaur Ranjit Singh, was born in Malaysia on the 20th Jan 1964. A member the International Society
For Technology In Education ( ISTE ), Dr Termit is a Senior lecturer in the School of Educational Studies, Universiti
Sains Malaysia, with areas of interest in Instructional Technology, Instructional Design, Training and Human
Performance, ICT in Education, and Teaching Methods Of Economy And Commerce.
Her passion in wanting to make change happen in classrooms has geared her towards doing research in using ICT
tools in teaching and learning. Apart from publications in local and International journals, she has also written books,
a user manual for SmartBoards and teaching modules.
Dr Termit has expert Linkages apart from with NCIA, also with UNESCO Bangkok and SMART Technology
Education, EP-Tech Solutions Sdn. Bhd. Apart from that, she has also been actively involved in consultancy on Staff
Training with some local organizations in Penang. Dr Termit has more than 15years of teaching experience in not
only Malaysia but also Australia and China and has conducted workshops, both locally and internationally.
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