Bored or Board?

R&E-SOURCE

Modern electronic devices and teaching aids are constantly innovating education. Education has recently undergone many changes. Currently, the latest trend in the modernisation of teaching is represented by an interactive whiteboard. When used correctly, it represents a modern didactic tool that contributes to innovation and the efficiency of teaching a specific subject. This contribution aims to provide up-to-date information on using interactive whiteboards in secondary school teaching. In the paper, the authors describe the results of the conducted research. They focus on using the interactive whiteboard from the student’s point of view and the teacher’s. Using several research methods, the authors investigated the frequency of use of the interactive whiteboard and the learners’ opinions towards its use. They also investigated the possibilities of streamlining the teaching process.

The spread of IWB (Interactive WhiteBoard) around the world changes, reforms and modernizes the traditional teaching methods. We can find these new ICT devices in more and more schools in Hungary as well and the use of it is getting widespread in every day teaching. The teachers have the greatest role in the proper use of IWB during the lessons and they are also responsible for providing students with creative and motivating tasks lesson by lesson. In the following research, the advantages of the IWB are highlighted, the difficulties of its usage and the teachers’ attitude towards the new ICT devices by asking 205 teachers from different primary and secondary schools. The results are mainly based on questionnaires.

Information Technology, Education and Society, 12(2)., 2011

In this review of the literature the focus is on the latest display resource for teachers, the Interactive Whiteboard (IWB), a device that brings the possibility of seamlessly moving from visual, to audio, to tactile manipulation on an interactive board, as well as accessing all the resources of the Internet. Government education departments have heavily promoted this resource, making available huge amounts of money (in education terms) for schools to purchase IWBs, without waiting for, or indeed funding to any great extent, research into the impact they would have in the classroom. This review shows that much of the literature supports the use of the IWBs, but does so on very flimsy evidence. The more rigorous studies that have been completed often question the claims made for IWBs and suggest that far from producing an environment that transforms teaching and learning, most teachers incorporate this new resource into their ongoing teaching patterns. Once again it is shown that resources do not change teaching, and hence there are few, if any, flow-on impacts for student learning per se. Rather, to change teaching, teachers need to change.

2005

During the past three years the UK government has provided increasing funds for schools to invest in interactive whiteboard technology, together with research initiatives to evaluate the effectiveness of practitioner use. MirandaNet has been involved in the evaluation of interactive whiteboard technology and use for the past five years. This paper examines studies led and managed by MirandaNet, through the MirandaNet International Research Centre and MirandaNet Academy, into the ways in which interactive whiteboards have been used as essential tools to develop and implement school teaching and learning policies. The paper describes schools’ ICT diffusion and integration strategies to enhance all aspects of teaching and learning through school improvement policies. The impact of the work on the schools will be outlined, together with an assessment of the changes in attitudes and attainment. The Impact of Interactive Whiteboards on Teaching, Learning and Attainment During the past thr...

This paper focuses on one of the most advanced teaching facilities currently used on all types of schools, on the interactive whiteboard. Specifically, the contribution deals with the use of interactive whiteboards in primary school. Based on surveys that were carried out on the subject, defines the basic concepts on which the text is based. The empirical part of the contribution is based on a questionnaire survey aimed to find out how teachers work with the interactive whiteboard in primary school. A secondary objective was to identify what are the opinions of teachers on the use of interactive whiteboards in primary school.

Over the last decade, interactive whiteboards have become popular teaching and learning tools, especially in primary school classrooms. Research studies from recent literature report on high levels of student motivation, teacher enthusiasm and whole-school support associated with these technological tools. Much research to date has reported on the potential of interactive whiteboards (IWBs) to improve the quality of teaching and learning processes by enhancing levels of interaction, communication and collaboration. Whether these claims have been substantiated has not yet been fully investigated. This paper reports on the findings from a collaborative research project between university lecturers, school-based primary school teachers and principals, pre-service teachers and district education consultants who worked together on a small school-based research project. The researchers involved in this project had three main purposes: (1) to investigate different ways that IWBs are used in primary schools; (2) to share ideas and expertise on the use of IWBs; and (3) to document teachers’ current practice with IWBs. Field notes from professional development meetings and classroom observations were analysed using a grounded theory methodology. Findings from this research are reported in this paper and compared to other recent research. The paper concludes with recommendations for practice and future research.

Recently technology-enhanced applications have become an increasingly important component of education. There is no doubt that the use of technology in education has yielded improvements in learners' achievement. Interactive whiteboard, regarded as one of the most effective educational tool, has the potential to revolutionize classroom instruction. Moreover, interactive whiteboard supports classroom management through motivating learners to participate in classroom activities. The use of interactive whiteboard enhances learners' engagement in the classroom which facilitates classroom management. This study focuses on the impacts interactive whiteboard makes on classroom management. A questionnaire including 100 participants was conducted and the study found that the use of interactive whiteboard in the classroom largely influences classroom management.

The spread of Interactive Whiteboards in Hungary has made students more curious, interested and motivated. The new digital generation claims reform and besides the traditional education they need digital material, extra knowledge since it is much easier to access extra information in connection with a particular curriculum. They spend a lot of time using their computers or surfing the net which is supported by the below survey. If the teacher raises their interest in the topic instead of providing them with material which is boring and difficult to understand, the teachers will be ready to search the topic on the internet and this way they can develop their knowledge. So we need a device which might be used to colour the lesson and the interactive whiteboard is perfect for this purpose. In this paper I present the opinion of 618 students in connection with the new device. I will describe their reaction to using the board and I will list their positive and negative experiences and their ideas about the future school.

2002

This article details an investigation into the use of interactive whiteboards undertaken in five elementary schools in an English education authority. Evidence was collected by using a questionnaire containing closed and open questions, lesson observations, and structured interviews of teachers and headteachers. Potential benefits in the introduction of interactive whiteboards as an integrative technology within schools were found when the following three conditions were met: (a) there was a will to develop and use the technology; (b) the teachers had to be willing to become mutually interdependent in the development of materials; and (c) there had to be some change of thinking about the way in which classroom activities were resourced. Although many secondary schools had been equipped with one or more interactive whiteboards in the past five years their use within the elementary sector in England and Wales had been more limited. This was partly a reflection of the comparatively high cost of the technology. Even with educational discounts, a system for one classroom costs about £3,000 ($4,200) at 6 Miller and Glover 2001 prices in the United Kingdom. Further, elementary teachers had been under great pressure to adopt curricular and pedagogic change to meet national targets for improved literacy and numeracy. There was also a resistance to involvement in the further developmental training that was necessary for the effective deployment of the technology in elementary classrooms. The interactive whiteboard system consisted of large free-standing or wall mounted screens up to two metres by one metre in size. The system required a computer linked to a projector and also to a "touch sensitive" whiteboard. Images from the computer were then displayed onto the whiteboard, but there was reciprocity so that the computer could be controlled from the whiteboard. This was done using an appropriate electronic "pen" in much the same way as a mouse controls the cursor on a computer screen. The advantages of such a system were that the teacher remained at the front of the room and controlled the computer from the screen thus maintaining traditional "control" of the class. The system also offered the opportunity for the board to be used as a normal whiteboard with highlighting, superposed comment, or explanation, and labelling. These could all be on top of the images from computer software data, a video clip, a PowerPoint slide, or an Internet connection, and so the process of editing, recording changes, and building a sequential lesson flowed seamlessly from the one control point. Even more helpful was the way in which the screen content could be saved to the computer and then printed off either as material for the group or as a record of the lesson for the teacher or absentee pupils. The availability of "slates" for use by pupils, which could also be added to the system, enabled pupils to work in small groups or individually and then transmit their work to the board for whole class discussion.

2014

An interactive whiteboard is an incredibly attractive educational tool as it is provided with functions that other means do not have (even a computer in­ terfaced to a multimedia projector), for example, downloading notes from the whiteboard into the computer memory, playing movies with the possibility of note taking directly on individual frames, working with computer applications on the whiteboard surface. Using the above mentioned facilities, this modern teaching aid facilitates combining a traditional lecture w ith a presentation of multimedia materials which a teacher has. However, new educational tools require using new methods. This article is an attempt to answer a question about the place and role of an interactive whiteboard in the modern school is it really an effective educational tool and how often is it used in the classroom.