Teachers’ Experiences and Perceptions in Using Interactive Whiteboards in EFL Classrooms

Technological development is constantly advancing and keeps taking a bigger role in society, including in education. This development has taken interactive whiteboards to be used in the elementary classroom setting at present. The use of interactive whiteboards correctly can support the teaching-learning process in classrooms. This study was conducted to explore how teachers use the interactive whiteboard in the classrooms, what are the challenges encountered by teachers in teaching English using the interactive whiteboards, and what strategies teachers apply in overcoming those challenges. The study also investigated the teachers’ perception of interactive whiteboards. The research method used in this study is qualitative descriptive research involving four English teachers, students of grades one until six, also the principal of an elementary school. The data were obtained through observations, teachers’ questionnaires, a principal interview, and students’ survey. The technique for analyzing data was data condensation, data display, and conclusion drawing or verification. The study's results showed that teachers used interactive whiteboards to access educational software, such as the ones from the book publisher, Class Dojo, Edunav, and YouTube. Teachers also used interactive whiteboards as projectors to open the slides or presentations made by teachers, such as in PowerPoint, Ms.Word, and flipcharts. The main impacts of the lessons were increased use of the Internet, software, and visual resources as part of the lessons. There are some challenges during the implementation of interactive whiteboards in the classrooms, but teachers could apply some strategies to overcome them. The teachers and students perceived positively the use of interactive whiteboards in the classrooms. Teachers also had positive perceptions in terms of developing lessons using IWB, resources from the internet, and technical support. The negative responses were related to time, collaboration, and professional development

Learning Mathematics with Interactive Whiteboards and Computer-Based Graphing Utility

The purpose of this study was to explore the effect of a technology-supported learning environment utilizing an interactive whiteboard (IWB) and NuCalc graphing software compared to a traditional direct instruction-based environment on student achievement in graphs of quadratic functions and attitudes towards mathematics and technology. Sixty-five high school graduates attending cram schools (called dershane in Turkish) to study for the university entrance examination participated in the study. The significant interaction effect between time of testing and groups indicated that student performance across time of testing was dependent upon the presence or absence of the treatment. Comparisons suggest that although both experimental and control group students' performances increased from pre-test to post-test and then decreased from post-test to retention test, the rate of decrease was about the same and the rate of increase was different, with students showing a greater rate of increase in the experimental group. The results also revealed that the treatment had positively affected students' attitudes towards technology and mathematics. Moreover, students' reasoning and interpretation skills regarding graphs of quadratic functions were better in the experimental group as compared to those in the control group

The Iterative Nature of Descriptive Experience Sampling: Do Interviewees Build Skills across Sampling Days?

Hurlburt (2009) asserts that iterative training is an essential component of the Descriptive Experience Sampling (DES) method and that interviews of untrained participants are generally characterized by presuppositions about experience and miscommunication rather than pristine experience. Hurlburt and Heavey (2015) further assert that other experience sampling methods (e.g., the Experience Sampling Method) are inadequate due to the minimal training provided in those paradigms. In Study 1, we sought to determine whether DES interviewees decrease in density of subjunctification (i.e., behavioral and verbal indicators that an interviewee is not providing a straightforward account of inner experience) across multiple sampling days, which would suggest that they would improve at describing pristine experience as a result of building skill. We trained research assistants to rate levels of subjunctification in 90 brief videos showing DES interviewees in the DES interview. Raters saw no differences between levels of subjunctification in interviewees’ first and fourth days of sampling, and we concluded that subjunctification does not adequately measure an interviewee’s skill at DES. In Study 2, we asked experienced DES investigators to rate access to experience (i.e., how skilled the interviewee was at apprehending and describing experience) in the same brief videos of DES interviews. Each of five experienced DES raters saw access to experience to increase, on average, between interviewees’ first and fourth days of sampling, and we concluded that DES interviewees increase skills at apprehending and describing inner experience as a result of the iterative process

A Qualitative Descriptive Case Study of Special Education Teachers\u27 Experiences Utilizing Interactive Whiteboards for Students with Autism Spectrum Disorder in Elementary Self-Contained Classrooms

The purpose of this qualitative descriptive case study was to describe the experiences of special education teachers who use Interactive Whiteboards (IWBs) to instruct students diagnosed with autism spectrum disorder (ASD) in elementary self-contained special education classrooms. The theoretical framework for this study includes the persuasive technology theory and the social learning theory. Ten special education teachers from two elementary schools in a suburb of north Georgia will be asked to participate in this study. Data collection included an individual interview, and participant letters, followed by a focus group. Data analysis consisted of categorical aggregation, development of naturalistic generalizations, and development of themes. The methodology for this qualitative study followed the recommendation of Yin (2014) and has four stages: design the case study, conduct the case study, analyze the evidence, and develop the conclusion, recommendations, and implications

MyMathLab and Nontraditional Students\u27 Attitudes Toward Technology in Mathematics

Nontraditional students, who often do not have a background in computer usage, are a growing population in higher education. These students are often ill prepared for success in mathematics courses due to attitudes toward mathematics and the use of technology in the learning process. Researchers have looked into the needs of nontraditional students in academic settings but have not focused on nontraditional students\u27 use of adaptive learning components, such as Pearson\u27s MyMathLab (MML), in blended classrooms. The purpose of this sequential explanatory mixed-methods study was to explore the difference in nontraditional students\u27 attitudes toward math and the use of technology depending on the frequency of using MML. This study involved 30 participants between the ages of 27 and 54 years who attended blended learning math classes at a Philadelphia, PA area community college. Dienes\u27s theory of learning mathematics was used for the conceptual framework for this study, as it stresses direct interaction through perceptual variability, mathematical variability, and constructivity. Quantitative analysis was used to examine nontraditional students\u27 responses on the Attitudes Toward Technology in Mathematics Learning Questionnaire. No significant differences were found nontraditional students\u27 attitudes toward math and the use of technology depending on the frequency of using MML. Four professors and 8 students were interviewed to gain knowledge on their attitudes toward technology and mathematics. Open coding was used to develop themes and patterns. Identified themes included the use of tools, support outside the classroom, and pace of learning. This study may support positive social change by providing ways to combat stressors and intimidation and thus improve students\u27 success in the classroom

Understanding Elementary Teachers\u27 Experiences and Views Using Interactive Whiteboards for Pedagogical Practices

Student learning for the 21st century requires innovative teaching techniques. Often, many teachers are unaware of how they can integrate innovative teaching, especially using interactive whiteboards (IWBs), to develop curricula and facilitate student learning in order to develop their advanced knowledge and skills needed in the future. The purpose of this qualitative case study was to examine how U.S. elementary public school teachers use and perceive IWBs. Rogers\u27 theory of diffusion and innovation, Davis\u27s technology acceptance model, and Ajzen\u27s theory of planned behavior provided a conceptual framework for the study. The research questions focused on elementary teachers\u27experiences and perceptions of IWBs and integrating this technology in their classrooms. Nine teachers who used IWBs in their pedagogical practices for at least a year were selected as the criteria for this study. They were administered 2 interviews over Skype or phone and their lesson plan snapshots were collected. To identify patterns and themes, the data were examined and coded using the Dedoose software. Themes on teachers\u27 experiences consisted of developing lessons with IWBs, teaching with IWBs, and assessing with IWBs. Themes on teachers\u27 perceptions were a productive integration of IWBs, pedagogical practices, issues with IWBs, and school support. Overall, participants had positive attitudes towards IWBs and considered them beneficial, though they identified the need for professional development, additional planning time for developing new lessons, consistent technology support, and upgrades of the technology. The social change implications of this research encompass teachers productive practice for integrating advanced technologies to support 21st century learning

Perceptions of Teachers\u27 Regarding Barriers to Using Instructional Technology in Egyptian Schools

The local K-12 school problem addressed in this study was teachers\u27 underutilization of instructional technology (IT) to improve teaching and student learning. The purpose of this study was to explore teachers\u27 current use of IT, as well as their perceptions of barriers to using IT in classrooms. The technology acceptance model guided the study by emphasizing the importance of perceived ease of use, usefulness, and attitudes in understanding teachers\u27 perceptions about integrating IT. The research questions focused on teachers\u27 perceptions of their knowledge of how to use IT, barriers to using IT and how it is currently implemented. Using a qualitative case study design, data were collected through interviews and classroom observations of 10 teacher participants. The data were coded using open, axial, and descriptive coding strategies and analyzed for common themes. The findings showed that, in spite of teachers\u27 positive attitudes towards technology, they encountered various obstacles, such as a lack of knowledge and training that hindered them from properly integrating technology. Based on the findings, a 3-day teacher training session was designed to enhance their knowledge of IT and to support students\u27 learning. The study may contribute to positive social change by expanding the literature on factors that hinder teachers\u27 use of IT and by using professional development training to increase teachers\u27 knowledge and skills so that they can implement IT strategies, engage in collaborative planning, and apply the flipped classroom strategy to overcome some of the barriers they encounter

Mathematical Modeling of Lithium-ion Batteries and Improving Mathematics Learning Experience for Engineering Students

Increase in the world’s energy consumption along with the environmental impacts of conventional sources of energy (gas, petroleum, and coal) makes the shift to clean energy sources unavoidable. To address the energy needs of the world, using clean energy sources would not provide the sufficient answer to the world’s energy issues if it is not accompanied by developing energy storage systems that are capable of storing energy efficiently. Lithium-ion batteries are the main energy storage devices that are developed to satisfy the ever-growing energy needs of the modern world. However, there are still important features of Li-ion battery systems (such as the battery microstructural effects) that need to be studied to a broader extent. In this regard, some of the battery microstructural phenomena, such as the formation of solid electrolyte interface, is believed to be the main reason behind battery degradation and drop in performance. Previous studies have focused on the experimental and computational investigation of micro- and macro- structural features of the Li-ion battery; however, further study is needed to focus on incorporating the effects of microscale features of the Li-ion batteries into the total response of the battery system. In the present work, the details of developing a multiscale mathematical model for a Li-ion battery system is explained, and a multiscale model for the battery system is developed by employing variational multiscale modeling method. The developed model is capable of considering the effects of the battery microstructural features (e.g., the random shape of the active material particles) on the total battery performance. In the developed multiscale framework, the microstructural effects are accounted for in the governing equations of the battery macroscale with the help of Green’s function and variational formulation. This part of the present work provides a clear framework for understanding the details and process of developing a multiscale mathematical model for a Li-ion battery system. Learning mathematics is essential in engineering education and practice. With increasing number of students and emergence of online/distance learning programs, it is critical to look for new approaches in teaching mathematics that different in content development and design. Special consideration should be in place in designing an online program for teaching mathematics to ensure students’ success and satisfaction in the engineering curriculum. Previous investigations studied the effects of enrolling in online programs on students’ achievement. However, more implementations of such educational frameworks are needed to recognize their shortcomings and enhance the quality of online learning programs. In addition, the idea of the blended classroom should be put into practice to a further extent to ensure the high-quality development of online instructional content. In this work, an online learning program was provided for engineering students enrolled in an introductory engineering mechanics course. Online interactive instructional modules were developed and implemented in the targeted engineering course to cover prerequisite mathematical concepts of the course. Students with access to the developed online learning modules demonstrated improvement in their learning and recommended employing such modules to teach fundamental concepts in other courses. This part of the work improves the understanding of the development process of the online learning modules and their implementation in lecture-based classrooms

High School Science Teachers\u27 Perspectives on Their Technology Knowledge, Content, and Pedagogy

In a southeastern U.S. school district, it was unknown how teachers integrated technology into their classroom teaching in the science, technology, engineering, and mathematics (STEM) curriculum. Teachers should be knowledgeable of their content, pedagogy of the content, and delivery instruction to improve students\u27 learning outcomes. The purpose of this bounded qualitative case study was to examine how teachers integrated technology into their teaching to improve science students\u27 learning outcomes. Mishra and Koehler\u27s and Shulman\u27s theories of technology, pedagogy, and content knowledge served as the conceptual framework. Purposeful sampling was used to select 12 certified science teachers, with at least 1 year of teaching experience, who had access to instructional technologies and taught STEM-related content. Data were collected through teachers\u27 lesson plans and semistructured interviews. Typological analysis was used to code and summarize data into emerging themes. Teachers used computers, projectors, and mobile computer carts as instructional tools and sources to help students learn. Additionally, poor Internet connection, lack of access to district web-based science sites, interactive Smart boards, and digital projectors, and obsolete and slow-running computers were barriers to teaching and learning. Based on the findings, a 3-day professional development project was developed to improve teachers\u27 knowledge and technology use in the STEM curriculum. This endeavor may contribute to positive social change when district administrators provide STEM teachers with technology tools and training to improve science instruction and optimal learning outcomes for students

Selected Computing Research Papers Volume 5 June 2016

An Analysis of Current Computer Assisted Learning Techniques Aimed at Boosting Pass Rate Level and Interactivity of Students (Gilbert Bosilong) ........................................ 1 Evaluating the Ability of Anti-Malware to Overcome Code Obfuscation (Matthew Carson) .................................................................................................................................. 9 Evaluation of Current Research in Machine Learning Techniques Used in Anomaly-Based Network Intrusion Detection (Masego Chibaya) ..................................................... 15 A Critical Evaluation of Current Research on Techniques Aimed at Improving Search Efficiency over Encrypted Cloud Data (Kgosi Dickson) ........................................ 21 A Critical Analysis and Evaluation of Current Research on Credit Card Fraud Detection Methods (Lebogang Otto Gaboitaolelwe) .......................................................... 29 Evaluation of Research in Automatic Detection of Emotion from Facial Expressions (Olorato D. Gaonewe) ......................................................................................................... 35 A Critical Evaluation on Methods of Increasing the Detection Rate of Anti-Malware Software (Thomas Gordon) ................................................................................................ 43 An Evaluation of the Effectiveness of the Advanced Intrusion Detection Systems Utilizing Optimization on System Security Technologies (Carlos Lee) ............................ 49 An Evaluation of Current Research on Data Mining Techniques in Decision Support (Keamogetse Mojapelo) ...................................................................................................... 57 A Critical Investigation of the Cognitive Appeal and Impact of Video Games on Players (Kealeboga Charlie Mokgalo) ................................................................................ 65 Evaluation of Computing Research Aimed at Improving Virtualization Implementation in the Cloud (Keletso King Mooketsane) ................................................. 73 A Critical Evaluation of the Technology Used In Robotic Assisted Surgeries (Botshelo Keletso Mosekiemang) ....................................................................................... 79 An Evaluation of Current Bio-Metric Fingerprint Liveness Detection (George Phillipson) ........................................................................................................................... 85 A Critical Evaluation of Current Research into Malware Detection Using Neural-Network Classification (Tebogo Duduetsang Ramatebele) ................................................ 91 Evaluating Indirect Detection of Obfuscated Malware (Benjamin Stuart Roberts) ......... 101 Evaluation of Current Security Techniques for Online Banking Transactions (Annah Vickerman) ....................................................................................................................... 10