Actitudes y Experiencias de los Estudiantes de Inglés como Lengua Extranjera de Secundaria en Aulas Equipadas con Tableros Interactivos

The purpose of this study was to examine ninth grade EFL students’ experiences and attitudes towards classrooms equipped with interactive whiteboards (IWB). The data were collected with a questionnaire about attitudes towards IWB use in EFL classes, and observations from three different classrooms in three different high schools. The study indicated that the EFL students were not fully aware of how to use IWBs in learning English although they had a background of IWB use. In addition, there was no statistically significant difference in the attitudes of the male and female students towards using IWBs. Overall, the results revealed that EFL students’ attitudes towards IWBs were positive although there were some technical challenges in IWB classrooms.El propósito de este estudio fue indagar sobre las experiencias y actitudes hacia las aulas equipadas con tableros interactivos de un grupo de estudiantes de inglés como lengua extranjera de noveno grado. Los datos fueron recogidos por medio de un cuestionario para conocer las actitudes de los estudiantes hacia el uso de este tipo de herramienta tecnológica y las observaciones de tres diferentes clases entre tres diferentes colegios. El estudio indicó que los estudiantes de inglés como lengua extranjera no estaban completamente informados de cómo utilizar los tableros interactivos para el aprendizaje del inglés pese a conocer los antecedentes del uso de IWB. Además, no se observaron diferencias significativas en términos estadísticos en relación a las actividades de los estudiantes de género masculino y femenino hacia el uso de IWB. En general, los resultados revelaron que los estudiantes de inglés como lengua extranjera tenían una actitud positiva hacia el uso de IWB a pesar de presentarse algunos problemas técnicos en las aulas

Using Multimedia System as an Instructional Strategy: Implication and Challenges

Teaching as a practice, presents some challenges. One of these challenges is lack of understanding by the students. Traditional means of teaching has not overcome this hence, the introduction of multimedia system. This paper introduces the use of multimedia system in teaching. It defines the concept, examines some literature on it, and presents how to build it and some of its benefits and challenges. It further presents some recommendations for the effective use of multimedia systems for the development of education

The impact interactive whiteboards on classroom interaction in tertiary level English as a foreign language classes

Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2013.Thesis (Master's) -- Bilkent University, 2013.Includes bibliographical references leaves 72-82.This study aimed to investigate the relationship between classroom interaction and Interactive Whiteboard use in tertiary level English as a Foreign Language classes, and to compare the types of interaction patterns occurring in classes equipped with either an IWB or a regular whiteboard. In the study, one control group and one experimental group were employed, both of which were taught by the same EFL teacher. In the control group, classroom instruction was supplemented with a regular whiteboard while in the experimental group an IWB was used. Data collection was carried out through observations and video recordings of classes, and analyzed using the categories and checklists of the Communicative Oriented Language Teaching (COLT) observation schemes (Spada & Fröhlich, 1995). Findings revealed only slight differences between the interaction patterns in the IWB and the non-IWB groups, indicating that the IWB did not impact interaction in the classroom negatively; nor did it greatly contribute to classroom interaction. Therefore, the study showed that an IWB alone is not pivotal to foster classroom interaction. Based on the results of negligible direct effects of IWB use on classroom interaction, the study draws teachers’, administrators’ and material developers’ attention to specific ways of using an IWB to increase the interaction in EFL classes at the tertiary level.Toscu, SalihaM.S

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

Adoption vs. usage of interactive white board technology by teachers in higher education institutions

This research investigates teaching faculty&rsquo;s adoption and usage of Interactive White Board Technology (IWBT) in teaching in UAE University (UAEU). The research extended the technological innovation theories and proposed a model made of different contexts. The research model was partially supported and highlighted interesting insights pertaining to adoption and usage of IWBT in teaching. Contrasting findings pertaining to the same factors across adoption and usage proved to be both insightful as well as challenging at the same time. Implications arising from significant and insignificant factors lead to a conclusion that IWBT is evolving in UAEU. The research discusses theoretical as well as professional contributions and implications emerging and portrays different research areas in this field.<br /

Attitudes of students and teachers towards the use of interactive whiteboards in EFL classrooms

Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2008.Thesis (Master's) -- Bilkent University, 2008.Includes bibliographical references leaves 102-108.This study explored the attitudes of students, teachers, and administrators towards the use of interactive whiteboards (IWBs) in language teaching and learning contexts, and also sought insights into students’ and teachers’ actual use of IWBs in English as a foreign language classes. The study also investigated possible factors affecting teachers’ and students’ positive and negative attitudes towards IWB technology. Data were collected through questionnaires distributed to 458 students and 82 teachers in different institutions across Turkey, ranging from primary schools to universities. Three administrators were interviewed in order to explore their opinions towards IWB use in language instruction, and three classrooms were observed. Questionnaire results revealed that both students and teachers have positive attitudes towards the use of IWBs in language instruction and are aware of the potential of this technology. Responses given in interviews indicated that all administrators are supportive of IWB technology in English classes, and observations revealed that IWBs are used with their basic functions in English classes. The statistical analysis revealed that the more teachers use IWBs, the more they like this technology. It was also found that as the number of hours of IWB exposure increases, students’ awareness of the distinctiveness of IWB technology rises.Elaziz, M FatihM.S

IMPACTS OF WATCHING VIDEOS ON ACADEMIC PERFORMANCE AT UNIVERSITY LEVEL

The study sought to analyse the effects of educational videos on university students’ academic activities and performance. This research is very useful for educators and video makers who utilize and/ or make free or commercial videos for educational purposes. The research was based on the quantitative method and data had been collected through a sample survey. The semi-structured questionnaire was utilized and 342 responses were retrieved. The study revealed that watching educational videos affected the academic activities and performance of the respondents positively. Most respondents used mobile phones and laptops to watch videos. The study further confirmed that the majority of the respondents preferred short length videos and animated educational videos.      Article visualizations

Making the School Smart: The Interactive Whiteboard Against Disparities in Children Stemming From Low Metacognitive Skills

The demand for an increasingly differentiated education, which takes into account the individual differences of children to stimulate effective learning, accompanies the introduction of new technologies at school. Amongst these, the Interactive Whiteboard (IWB), which allows multimodality and sharing of contents, is one of the most widespread tools in schools. The aim of the study was to test with a sample of primary school children the impact of a teaching session with the use of the IWB (vs. traditional lessons) on knowledge performance. In addition, we were interested in investigating the role of metacognition as a potential moderator on learning effects. Our results revealed an advantage of IWB use in learning achievement. Notably, the increase in learning outcomes only occurred among children with low metacognitive skills. This shows that new technologies can play an important role both per se and in supporting learning processes, especially of less metacognitive students, therefore contributing to reduce the gap between children with differential metacognitive skills. The results are analyzed in light of the important role in the nowadays world of Information and Communication Technologies, which can become an extremely relevant and appealing educational and cultural compensation tool