Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not

This systematic review focuses on the impact of Interactive Whiteboards (IWBs) on teaching and learning. Learning is interpreted through a Vygotskian constructivist lens, emphasizing quality through dialogic interaction. Classroom interactions and achievement in standardized tests are considered formative and summative assessment tools, respectively. Thus, our aim was to investigate whether the IWB technology had any effect on teaching and learning, reflected in standardized forms of testing or in-classroom quality measures. An online search through Proquest and FirstSearch resulted in sixteen studies of diverse methodologies. Qualitative synthesis of quantitative data indicated that IWBs have not raised the levels of pupils’ achievement and do not necessarily impact the quality of classroom learning. More longitudinal studies should focus on particular subjects taught, the age of pupils and particular type(s) of use. Overall, quality teaching is an important condition for improved learning, which does not necessarily result from IWB use.  However, there is a general consensus across all studies that learning can be facilitated and improved through the use of IWB. Synchronizing theory with technological applications seems to be key in answering such assumptions positively. More importantly, concerns are raised regarding the unfolded relation between achievement and classroom interaction

The development and evaluation of computer generated material for 43.220 Information and Communications : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Technology - Information Engineering at Massey University

The information age is upon us. Technological advances, particularly in communications, have facilitated the conveyance of accurate and updatable information in vast quantities. Educational institutions have recognized the potential of such technology to increase the efficiency and effectiveness of their organizations. Institutions that depend almost entirely on technological knowledge transfer already exist and those who are not investigating how it may best be used in their university are likely to be left behind [1]. The impact of technology on education has been the subject of much speculation [2,3,4]. What is becoming apparent is that views of education are changing from that of 'option' to 'commodity' [5]. This has lead to an increasing demand for a varied education and an even greater burden for educators, given that there has been little change in the modes of delivery [1]. Therefore, in education, it has been argued that "more must be accomplished with less. Automation through the successful application of powerful new technologies is undoubtedly one of the key enablers" [6, p. 59). The Department of Production Technology at Massey University has been investigating how current technologies may best be utilized to facilitate multicampus teaching. Massey University, with its main campus at Palmerston North, now has a new campus situated approximately 600 kilometres north at Albany where the Department of Production Technology intends to offer one of its courses in the near future. Instead of duplicating many facilities, resources and staff at Albany an alternative is to have the courses remotely delivered. This has lead to the establishment of two systems whose objectives are to increase flexibility in delivery modes without decreasing the quality of education delivered

Mobile learning: benefits of augmented reality in geometry teaching

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio

Dialogic Learning and Self-Explanation in Classrooms Implementing Worked Example Instruction with Interactive Whiteboard Technology

This purpose of this study was to explore the relationship between classroom discourse and interactive pedagogies when using the interactive whiteboard (IWB) for worked example instruction. Using an embedded single case study design (Yin, 2003), the researcher examined the effect of interactive pedagogies and the differences in whole class dialogue and student self-explanation about the worked example. The sources of data included two classroom observations of teacher directed instruction and one classroom observation of student directed instruction. Each worked example presentation used a different level of interactive pedagogy as defined by Glover, et al., 2006. These included the supported didactic, interactive, and enhanced interactive. Results of the content analysis indicated the students used more features and affordances of the IWB to facilitate conceptual development than the teacher. However, under both the teacher directed and student directed instructional methods, the IWB was used mainly for the display of the procedural steps. As a result, the IWB supported explanations that gave meaning to a set of quantitative expressions or imposed the purpose of an action rather than expand on conceptual conditions or inferences about the worked example. Teachers’ understanding of content, learning, and pedagogical practices for using the IWB is an essential element in their ability to present worked example instruction so that it facilitates student learning about the worked examples. Findings suggest implications for rethinking Activity Theory informed professional development and the need to explicitly task the teacher as a role model for students to engage with interactive display technologies for dialogic understanding

Problem-based learning integrated with flipped classrooms assisted by google sites to improve student mathematics learning achievement

Mathematics is a subject taught at every level of education and has a vital role in everyday life. However, in reality, student mathematics learning achievement tends to be low. One of the reasons is the monotonous learning model or strategy and uninteresting learning media. The learning process is only one-way, making students imitate and record how to answer the questions given by the teacher without understanding the concept correctly. In addition, the learning media used is monotonous and tends to be traditional. Namely, only the whiteboard and several times using an LCD projector, making students bored and passive. So, innovative learning strategies and media are needed to overcome these problems. This study aims to determine the improvement of student mathematics learning achievement in statistics material in grade 10 through implementing Problem-based Learning integrated with Flipped Classroom assisted by Google Sites. The research method used is Classroom Action Research with the Kemmis and McTaggart model, which consists of four stages: Planning, Action, Observation, and Reflection. The results showed increased student mathematics learning achievement in statistics material in grade 10 through implementing Problem-based Learning integrated with Flipped Classroom, assisted by Google Sites. The percentage of classical learning completeness in each cycle is Pre-Cycle 56% with an average of 69.3, Cycle I 72% with an average of 75.7, and Cycle II 89% with an average of 84.7. So, Problem-based Learning integrated with Flipped Classroom, assisted by Google Sites, successfully improves student learning achievement and is recommended to be implemented in the classroom

Interactive whiteboards in mathematics education: possibilities and dangers

Interactive whiteboards are a new technology for ‘traditional’ teaching in the whole class. Although they have been installed in educational settings, the emphasis of research has been on their use in office settings. Preliminary findings from a pilot study of a mathematics teacher's use of a ‘traditional’ blackboard suggest that interactive whiteboards should not only be seen as a presentational device for the teacher, but as an interactive and communicative device to enhance the communication with and among students. In this paper, interactive whiteboards are placed within the wider context of Information and Communication Technology (ICT) as a tool for Computer-Supported Collaborative Learning (CSCL). The potential of interactive whiteboard is explored from the perspective of Requirements Engineering, a branch of computer science that aims to determine what properties a system should have in order to succeed. Drawing on this field, four steps for the design of technology in educational settings are specified and illustrated

Depict: A Tool to Represent Classroom Scenarios

A functional version of Depict can be found at www.lessonsketch.orgThis document describes design features of Depict, a web based software that allows users to represent classroom scenarios using comics. The document provides the conceptual bases of the design and a description of the user interface. The document also sketches out a direction for further development.This work has been done with support from NSF grants ESI-0353285 and DRL- 0918425 to Patricio Herbst.http://deepblue.lib.umich.edu/bitstream/2027.42/87949/1/Depict_2011.pdf-

Decoding learning: the proof, promise and potential of digital education

With hundreds of millions of pounds spent on digital technology for education every year – from interactive whiteboards to the rise of one–to–one tablet computers – every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate. But key questions remain in education: has the range of technologies helped improve learners’ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent £487 million on icT equipment and services in 2009-2010. 1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog