Interactive whiteboard

The research aims at investigating the Saudi Secondary school Teachers' Attitudes towards using Interactive Whiteboard in the classrooms. The research uses the Quasi-Experimental approach, with one group (100) teachers, and limited to the Secondary school Teachers that enrolled in the first semester of (2011/2012) academic year. The research uses Interactive Whiteboard Attitude Survey, observation skill card for using Interactive Whiteboard in the classrooms and structured interviews with students. The ...

Mauritius is among the few African countries where the interactive whiteboard has been implemented in all primary schools. The interactive whiteboard is an important tool in the classroom as it changes the mode of instruction. Many researches have been carried out in many countries to investigate the effectiveness of the interactive whiteboard. This research is based on a feasibility study to determine teachers' and learners' perceptions of the potential benefits and drawbacks of using interactive whiteboards in their teaching and learning environments. In this research project, an educational resource was designed and mounted using XERTE which is an Open Source Authoring tool, to test whether interactive whiteboard can improve learning in schools. Additionally, a survey was carried out among primary school teachers to gather feedbacks on the interactive whiteboard. The outcome showed that using the interactive whiteboard does not necessarily mean getting better results in learners' assessments. Yet learners showed better engagement and enjoyment during the lessons. The survey revealed that few teachers were actually using the digital board. It is still unclear whether these teachers are making effective use of the interactive whiteboard or not. The survey also concluded that most teachers agreed that the interactive whiteboard was an effective tool as it benefited to all types of learners.

Interactive Whiteboards in the classroom. In adopting the praxeological perspective theorized by Pierre Bourdieu, we describe the introduction of this innovation in the school practice as the effect of a struggle between three different logics: the market, the bureaucratic field and the school field logic. Moreover, at the micro-sociologic level, the use of technological tools is seen as dependent on teachers' disposition (habitus), disciplinary culture and professional trajectories, as formed during previous educational and working experiences.

Learn about interactive whiteboards! An interactive whiteboard is sort of an instructional tool allowing computer images to present onto a whiteboard using digital projection. The best part of this technology is that the instructor can interact with the image (manipulate them); using touch technology or by using a pointer device. Items on the whiteboard can be clicked, dragged, copied and saved. The lecturer can even write on the whiteboard using digital pen after which the text can be saved and distributed among the members of the audience. Modern schools and institutions buy interactive whiteboards to add dynamism to presentation and ensure that the topic is being best dealt with.

The concept of khôra, which was elaborated but quickly repressed by Plato in Timaeus, has caught the attention of a whole coterie of contemporary philosophers. It is often interpreted as "receptacle" or "uterus." Its presence in Deleuze's corpus is largely covert and easily overlooked. Foregrounding its significance in Deleuze's work allows us to get a firmer grasp of his vitalistic thought. Following the lineage of Plato-Leibniz-Whitehead, Deleuze takes khôra to be a screen, sieve, filter, or membrane that makes something issue from chaos, "even if this something differs only slightly." Khôra is the mother or locus of genesis, becoming, negentropy, and the event. Roughly speaking, the function of khôra is twofold: prehension and negative prehension, or simply selective prehension. Two statements made by Deleuze deserve our particular attention: first, "the brain is the mind itself"; second, "the brain is the screen." For our purposes, the second statement can be productively misinterpreted as, "the brain is the khôra." There is textual evidence in Deleuze's book, Negotiations, to support such an interpretation. After sorting out the rationale of Deleuzean vitalism through the lens of khôra, this article moves on to such notions as the intermind, composite khôra, and the global superbrain to probe into the human condition in the era of mental symbiosis between humanity and its artificially intelligent counterparts, and to negotiate the tension between control and becoming.

The study used the intervention mixed methods design to evaluate the technological, pedagogical and content knowledge (TPACK) of mathematics preservice teachers while doing their lesson planning and teaching with interactive whiteboards (IWBs). The method has the following parts: (1) qualitative data collection to establish the priority competencies for the intervention, (2) conducting a single-subject experimental design to equip the preservice teachers with technology-enhanced lessons and (3) final qualitative data collection on experiences in planning and teaching with IWBs. The results revealed that the TPACK framework reflects improvements in lesson planning and teaching demonstration skills of the preservice teachers. While the preservice teachers quickly responded to digitise their lesson activities, the formulation of lesson objectives is left behind. Thus, in lesson planning and teaching with IWBs, the pedagogical skills must align with the technological skills they expect to employ. Although the Philippine basic education is not fully implementing IWB technologies in the classroom, policymakers may want this technology to become part of the system.

A vast technology integration project was initiated in Turkey to transform traditional classroomsinto smart classrooms by providing the Internet network, Interactive Smart boards for each classroom, and tablet computers for every teacher and student in grade 5-12. The purpose of this study was to investigate high school teachers' attitudes towards using the Interactive Whiteboard in the classroom. The Interactive Whiteboard Attitude Survey was used to collect data from 260 teachers during the 2013-2014 academic year. Teachers' attitudes toward using the interactive whiteboard were compared according to gender, age, number of years teaching, and area of teaching expertise. Results indicated that significant differences existed for attitudes toward using interactive whiteboard based on gender and content area specialty, while no differences were foundbased on age and years ofteaching experience. defines IWBs as kind of a multimedia projector that allows instructors to display learning materials located on their computer. Another description of IWBs is a combination of a whiteboard with a computer and data projector that enables users to control applications by touching with their fingers or digital non-ink pens (Al-Qirim, Mesmari, Mazroeei, Khatri, &Kaabi 2010). In fact, IWBs function as a computer in the classroom environment, eliminating teacher dependency onthe desktop or laptopmonitor. IWBs enable even novice technology users to run applications such as CD-ROMs, word-processing documents, spreadsheets, and presentations and toutilizelearning materials available on the Internet by simply 'clicking' in the right places on the boardwithout compromisinginteraction with students . AL-Qirimand associates (2010) claim that the software and hardware features of IWBs lead teachers to facilitate the teaching process in a way that the teaching environment is enriched; and students are more active when these devices are appropriately used. found that IWBs are good for enhancing demonstration and modeling, provide quality interactions, improve teacher assessment, balance resources and instructional planning, and help to increase the pace and depth of student learning.

Şad (2012) tarafından geliştirilen beşli derecelendirmeli (Kesinlikle Katılıyorum-Kesinlikle Katılmıyorum)
Likert tipi Akıllı Tahta Tutum Ölçeği [ATTÖ] 4.-8. sınıf öğrencilerinin derslerinde akıllı tahta kullanımına
yönelik tutumlarını ölçmeyi amaçlamaktadır. Ölçek iki alt faktörden oluşmaktadır. Akıllı tahta kullanımına
ilişkin olumsuz tutum ifadelerini içeren birinci faktördeki maddelerin (1, 4, 7, 8 ve 9.) faktör yükleri .821 ve
.680 arasında; olumlu tutum ifadelerini içeren ikinci faktördeki maddelerinki ise (2, 3, 5, 6 ve 10.) .826 ve .682
arasında değişmektedir. Birinci ve ikinci faktörler toplam varyansın sırasıyla %30.986 ve %29.472’sini
açıklamaktadır. Genel olarak ölçek, toplam varyansın % 60.457’sini açıklamaktadır. İki faktörlü yapıya ilişkin
hesaplanan uyum iyiliği değerleri mükemmel ve kabuledilebilir sınırlar içerisinde bulunmuştur [p (X2 testi)= .26
(P); X2/sd = 37.81/33 = 1.15; RMSEA = .027; RMR = .063; SRMR = .040; GIF =.96; AGFI = .94; CFI = .99;
NFI = .95; NNFI = .99].
Ölçekten elde edilen puanların güvenilirliğine ilişkin yapılan analizler sonucunda Cronbach Alpha içtutarlılık
katsayısı 1.faktör için α= .816 ve 2. Faktör için α= .821; Guttman iki yarı güvenirlik katsayısı 1. Faktör için .811
ve 2. Faktör için .768 olarak bulunmuştur. Hesaplanan madde toplam korelasyonları .702 ve .547 arasında
değişmektedir. Ayrıca test-tekrar test kararlılık katsayısı 1.faktör için r= .885 ve 2. Faktör için r= .883 olarak
hesaplanmıştır.

The aim of this study is to investigate the effect of using the interactive whiteboard in mathematics teaching process on the 7 th-grade students' achievement. This study was conducted as experimental design. Experimental and control groups were composed of 58 7 th-grade students from one school in the 2015-2016 educational year in Ankara. As a measurement tool, an achievement test developed by the researchers was used as the pre-test and post-test. An education program which included the activities with the interactive whiteboard was developed by researchers. And, this program was implemented to the experimental group 12 hours over 3 weeks. On the other hand, activities for the control group were limited to the blackboard usage. In the analysis of the data, " analysis of covariance (ANCOVA) " was used by defining the pre-test scores as " covariate " variable. According to the findings, it was observed that there was a significant difference between experimental and control groups pre-test average scores. When the difference of pre-test scores under control, it was observed the significant difference between the average post-test scores in favor of the experimental group. These findings show that using the interactive whiteboard in mathematics teaching process has positive effects on the students' mathematical achievement. These results are supported by some other researchers' findings.

The purpose of this report is to present the findings from the evaluation of the ‘Embedding ICT in the Literacy and Numeracy Strategies’ pilot project. In this project interactive whiteboards (IWBs) were installed in Year 5 and Year 6 (9-11 year olds) classes in 12-15 schools in each of six Local Education Authorities (LEAs): Cumbria, Bracknell Forest, Lewisham, Oxfordshire, Redcar and Cleveland, and Wakefield. In each of these LEAs a local co-ordinator was appointed as an IWB Consultant to manage the project locally and to provide training and support to the teachers involved. The pilot project ran from Autumn 2002 to Summer 2004. The evaluation, undertaken by a team based in the Centre for Learning and Teaching in the School of Education Communication and Language Sciences at Newcastle University investigated aspects of classroom interaction through a series of structured observations, the views of teachers and pupils through interviews, teachers’ weekly records of IWB use and the impact on pupils’ attainment through their performance in national Key Stage 2 tests. In addition a literature review was undertaken to support both the pilot project and the evaluation.

El propósito de este estudio ha sido desarrollar dos instrumentos válidos y fiables para evaluar el uso de la pizarra digital interactiva (PDI) a partir de las percepciones de estudiantes y docentes de primaria. Fueron examinados un amplio grupo de estudios que utilizaban cuestionarios para investigar diferentes aspectos del uso de la PDI y su análisis nos permitió crear dos cuestionarios para nuestro estudio, uno para recoger información de las percepciones de los estudiantes y otra de los docentes. El análisis de datos estadísticos verificó la validez y fiabilidad del CUPDIE y el CUPDID. La fiabilidad de ambos cuestionario quedó demostrada al obtener un alfa de Cronbach de .88 y .78. La validez de constructo con el análisis factorial dio como resultando tres factores en el CUPDID y seis en el CUPDIE. Por lo tanto, ambos cuestionarios son dos herramientas de valoración de fácil y ágil aplica-ción de las percepciones que docentes y estudiantes tienen del uso de la PDI.
The purpose of this study was to develop two valid and reliable instruments for assessing the use of the interactive whiteboard (IWB) based on the perceptions of students and teachers from primary school. In a first time, we examined a wide range of research about IWBs use, through questionnaires. This analysis allowed us to create two questionnaires own for our study, one to collect information from student perceptions and another from teachers. The statistical data analysis verified the validity and reliability of CUPDIE and CUPDID. The reliability of both questionnaires was shown to obtain a Cronbach's alpha of .88 and .78. The construct validity through factor analysis showed three factors resulting in CUPDID and six in the CUPDIE. Therefore, both questionnaires are two easy and quick assessment tools of the perceptions that teachers and students have with respect to the use of IWB.

The research aims at investigating the Saudi Secondary school Teachers' Attitudes towards using Interactive Whiteboard in the classrooms. The research uses the Quasi-Experimental approach, with one group (100) teachers, and limited to the Secondary school Teachers that enrolled in the first semester of (2011/2012) academic year. The research uses Interactive Whiteboard Attitude Survey, observation skill card for using Interactive Whiteboard in the classrooms and structured interviews with students. The results indicated that there were appositive attitude towards using Interactive Whiteboard. But a few number of teachers used effectively the Interactive Whiteboard effectively in the classrooms. These results indicated that the teachers need a professional development program for effective using of Interactive Whiteboard effectively to help them in improving their Teaching skills and the students learning. More details of the results are discussed in the study. most feature of Interactive Whiteboard but with out students participations the rest (11%) of teachers the most feature of Interactive Whiteboard with fully students participations. which means (90%) of teachers in research sample doesn't use the Interactive Whiteboard in right way. In general the teachers identified many obstacles in using Interactive Whiteboard in classrooms that refers that they don't have the essential training in using it effectively. This result means that the teachers need urgent, essential and advanced professional development program to use the Interactive Whiteboards in an effective way.

Özet: Bilgi ve iletişim teknolojileri günümüzde eğitim öğretim sürecinin önemli bir parçası haline gelmiştir. Öğretmenlerin, bilgi ve iletişim teknolojilerini derslerinin öğretimine başarılı bir şekilde entegre edebilmesi beklenmektedir. Bu doğrultuda öğretmenlerde aranan mesleki yeterliliklerin başında teknolojiyi derslerinin amaçları doğrultusunda pedagojik bir şekilde kullanabilmeleri gelmektedir. Dolayısıyla öğretmenlik mesleğinin gerektirdiği alan bilgisi ve pedagoji bilgisinin yanında, öğretmenlerin teknolojiyi etkili bir şekilde kullanacak bilgi ve becerilere sahip olmaları da gerekmektedir. Günümüzde yaygınlaşmaya başlayan öğretim teknolojilerinden birisi de akıllı tahta ya da elektronik tahta olarak da bilinen etkileşimli beyaz tahtalardır. Öğretmen adaylarına bu teknolojinin kullanımına ilişkin bilgi ve becerileri kazandırma sorumluluğu öncelikle eğitim fakültelerine düşmektedir. Bu yüzden eğitim fakültelerinde görev yapan öğretim elemanlarından, teknoloji kullanımı konusunda öğrencilerine doğru model sunabilmeleri ve derslerinde bu becerileri öğretmen adaylarına kazandırmaları beklenmektedir. Dolayısıyla öncelikle eğitim fakültelerinde görev yapan öğretim elamanlarının akıllı tahta kullanımı konusunda bilgi ve beceri kazanmaları gerekir. Bu amaçla İnönü Üniversitesi Eğitim Fakültesi’nde görev yapan öğretim elemanlarının eğitimde akıllı tahta kullanımına ilişkin bilgi ve becerilerini geliştirmeye yönelik bir eylem araştırmasının yürütülmesi planlanmıştır. Bu doğrultuda öncelikle öğretim elemanlarının derslerinde akıllı tahta kullanımına ilişkin mevcut durumun tespit edilmesi (elektronik tahtaların kullanım sıklığı, hangi derslerde ve hangi amaçla kullanıldığı, kullanım esnasında karşılaşılan sorunlar vb.) ve eğitim ihtiyaçlarının (planlanacak hizmet-içi eğitimden beklentiler) belirlenmesi yoluna gidilmiştir. Dolayısıyla özelde bu bildirinin amacı bahsedilen eylem araştırmasının ihtiyaç analizi bölümüyle ilgili bulguların tebliği ve tartışılmasıdır. Veri toplamak amacıyla araştırmacılar tarafından geliştirilen “Akıllı Tahta Kullanımına İlişkin Eğitim İhtiyacı Anketi” kullanılmıştır. Anket 2013-2014 eğitim öğretim yılı güz yarıyılında İnönü Üniversitesi Eğitim Fakültesi’nde görev yapan 128 öğretim elemanına ulaştırılmıştır. Toplamda %53.1 (n=68) oranında geri dönüş sağlanabilmiştir. Ankette yer alan kapalı uçlu soruların cevapları yüzde ve frekans kullanılarak analiz edilmiştir. Açık uçlu sorulara verilen cevaplar ise nitel içerik analizine tabi tutulmuştur. Nitel veriler öncelikle araştırmacıların tamamının katıldığı oturumlarda analiz edilerek kategoriler veya temalar belirlenmiştir. Ardından analizlerin tutarlılığını kontrol etmek amacıyla veriler farklı araştırmacılar tarafından bağımsız olarak kodlanarak karşılaştırmalar yapılmıştır. Böylelikle bütün verilerin kodlanması sürecinde görüş birliği sağlanmaya çalışılmıştır. Yapılan analiz sonuçlarına göre 68 öğretim elemanının büyük çoğunluğu (n=53, %77,9) derslerinde akıllı tahtayı hiç kullanmamaktadır. Katılımcıların akıllı tahta kullanmamaya ilişkin gerekçelerinin başında derslerinde akıllı tahta kullanma konusunda herhangi bir ihtiyaç hissedilmeme (f=23, % 37,10) ve ikinci sırada ise bilgi eksikliği (f=19, %=30,65) gelmektedir. Akıllı tahtayı farklı sıklıklarla kullanan 15 kişinin akıllı tahta kullanımı esnasında en fazla karşılaştıkları sorunların kalibrasyon ayarı, internet bağlantı sorunları ve akıllı tahta ile farklı yazılımların uyumsuzluğu gibi teknik sorunlar (f=6, %=54,55) olduğu anlaşılmıştır. Beş öğretim elemanı (%45,45) da akıllı tahtanın sınırlı özelliklerini nispeten başlangıç düzeyinde kullanabildiklerini ve yeterli pratikliğe sahip olmadıkları için akıllı tahtayı derslerde akıcı kullanamadıklarını ifade etmiştir. Katılımcılara, son olarak, planlanacak bir hizmet-içi eğitimden beklentilerinin ne olduğu sorulmuştur. Buna göre katılımcılar verilecek bir hizmet-içi eğitim kapsamında öncelikli olarak akıllı tahtanın zengin özelliklerinin (grafik çizimi, powerpoint gibi görsel sunum araçları, kısayollar, internet bağlantısı, çizim ve renklendirme, depolama/kaydetme, yazdırma, müzik ekleme, video düzenleme, 3D vb.) tanıtılmasını (f=28, %39,44); akıllı tahtayı kendi alanlarının/branşlarının öğretiminde nasıl kullanılabileceğinin (f=20, % 28,17) ve teknik sorunlarla nasıl baş edebileceklerinin (f=10, % 14,08) öğretilmesini ve eğitimlerin sadece teorik bilgi değil işe vuruk uygulama içeren etkinlikler içermesini (f=9, % 12,68) talep etmişlerdir. Elde edilen bulgular katılımcıların çoğunun eğitimde akıllı tahta kullanımına ilişkin yetersiz düzeyde bilgi, beceri ve farkındalığa sahip olduğunu göstermektedir. Bu bulgulardan hareketle araştırmacılar tarafından eylem planının sonraki aşamaları hazırlanmıştır. Eylem planının birinci aşamasında öğretim elemanlarına ihtiyaçları doğrultusunda hazırlanan hizmet-içi eğitimler verilmiştir. Eylem araştırması kapsamında, uygulamadaki değişim ve gelişimler hali hazırda takip edilmektedir.

The research aims at investigating the Saudi Secondary school Teachers' Attitudes towards using Interactive Whiteboard in the classrooms. The research uses the Quasi-Experimental approach, with one group (100) teachers, and limited to the Secondary school Teachers that enrolled in the first semester of (2011/2012) academic year. The research uses Interactive Whiteboard Attitude Survey, observation skill card for using Interactive Whiteboard in the classrooms and structured interviews with students. The ...

The research aims at investigating the Saudi Secondary school Teachers' Attitudes towards using Interactive Whiteboard in the classrooms. The research uses the Quasi- Experimental approach, with one group (100) teachers, and limited to the Secondary school Teachers that enrolled in the first semester of (2011/2012) academic year. The research uses Interactive Whiteboard Attitude Survey, observation skill card for using Interactive Whiteboard in the classrooms and structured interviews with students. The results indicated that there were appositive attitude towards using Interactive Whiteboard. But a few number of teachers used effectively the Interactive Whiteboard effectively in the classrooms. These results indicated that the teachers need a professional development program for effective using of Interactive Whiteboard effectively to help them in improving their Teaching skills and the students learning. More details of the results are discussed in the study.

The research aims at investigating the Saudi Secondary school Teachers' Attitudes towards using Interactive Whiteboard in the classrooms. The research uses the Quasi- Experimental approach, with one group (100) teachers, and limited to the Secondary school Teachers that enrolled in the first semester of (2011/2012) academic year. The research uses Interactive Whiteboard Attitude Survey, observation skill card for using Interactive Whiteboard in the classrooms and structured interviews with students. The results indicated that there were appositive attitude towards using Interactive Whiteboard. But a few number of teachers used effectively the Interactive Whiteboard effectively in the classrooms. These results indicated that the teachers need a professional development program for effective using of Interactive Whiteboard effectively to help them in improving their Teaching skills and the students learning. More details of the results are discussed in the study.

This study investigates university level students' experiences of designing lessons with an interactive whiteboard as an instructional medium. The sample consisted of 40 students who will be both moderator of technological resources in schools and computer teachers after graduation from university. In the design of a lesson process, the ASSURE instructional design model was their roadmap. The results showed that none of the students had used interactive whiteboards before the course. However, most of them knew interactive whiteboards from other courses, seminars, or the Internet. Nearly half of the participants had some hesitations when they first learned that they were going to use interactive whiteboards in the course. After using it during a lesson, however, their opinions became positive. In addition, ASSURE instructional design model let them to progress systematically and step-by-step. Most of them had problems to find educational software to use with interactive white board. That is, their primary problem was with the "select instructional methods, media, and materials" step of the ASSURE model.

Concept maps have become a widely used educational tool around the globe. The advancements in computerized interface technologies have enabled even more alternatives for using concept maps in teaching and learning. This study investigates the effects of two different touch technology-based concept mapping interaction modes on students ' learning achievements and learning attitudes in a natural science course, as well as their degree of acceptance of using concept maps to learn. Ninety two sixth graders were randomly divided into three groups. Experimental Group One was taught using the Interactive Whiteboard (IWB)-based concept mapping approach, Experimental Group Two learned with the touchscreen-based concept mapping approach, while the control group learned with the traditional paper-and-pencil-based concept mapping approach. The experimental results show that, in terms of learning attitudes toward the natural science course and the degree of acceptance of using concept maps ...

This research investigates the effectiveness of integrating Interactive Whiteboard (IWB) into the junior high school biology teaching. This research adopts a quasi-experimental design and divides the participating students into the conventional ICT-integrated learning environment and IWB-integrated learning environment. Before teaching, students took the pre-test of summative assessment. The entire teaching process was recorded as a teaching video for analysis of teacher-student verbal interactions. Finally, students took the post-test of summative assessment and Constructivist Multimedia Learning Environment Survey (Maro & Fraser, 2005). The findings show that students in the IWB group have significantly better learning effectiveness. They also tend to have more positive attitudes towards their learning environment. The verbal interactions in the IWB group tend to involve less lecturing and more active participation by students.

Researchers on the topic of Interactive Whiteboard (IWB) use in education stress that while important, teachers’ mastering of the technological and interactive aspects of the IWB is not enough for its productive use. In order to get the most out of the relatively expensive investment in IWBs, much of the attention has to be given to the student active engagement during the lessons. In a qualitative study, we investigated how students interacted with an IWB during a lesson that was designed based on the principles of guided-inquiry and kinesthetic engagement of learners. Our study used activity theory as a descriptive framework for analysis. The topic of the lessons was Kepler's laws. We have found that students are well adapted to a shift from classical board-like use of the IWB that is predominant in a high school setting to touchscreen-like use, where kinesthetic engagement and creative graphical input play a central role. Students engaged in collaborative sense-making, discovering patterns, setting and testing hypotheses with little intervention by the researcher who was present in class during small group activities. However, we found that appropriate scaffolding by the researcher was very important as it allowed the students to avoid pitfalls of technology use. Such scaffolding requires that the person guiding student work with the IWBs possesses technological, pedagogical, and content knowledge.

The present study aimed to review the literature on electronic whiteboards and identify the processes, techniques, methods, practices, tools and difficulties for the implementation of this new technology in hospitals. Methods: systematic searches of relevant bibliographic databases identified studies about electronic whiteboards adoption by healthcare professionals. Two hundred forty nine (249) papers were collected, twenty seven (27) were selected for full reading. Results: positive and negative effects on the use of the electronic whiteboard were diagnosed. This review allowed to highlight issues regarding design, technical concerns and how whiteboard system works. Conclusion: the knowledge obtained by the study of previous work allowed the identification of practices that could effectively promote the successful adoption of electronic whiteboards. Perception of the benefits was the most common facilitating factor, followed by the changes in the work performed in hospitals. Issues...

The recognition of mind maps written on a white-board is a challenging task due to the unconstrained handwritten text and the different graphical elements — i.e. lines, circles and arrows — available for drawing a mind map. In this paper we propose a prototype system to recognize and visualize such mind maps written on a whiteboard. After the image acquisition by a camera, a binarization process is performed, and the different connected components are extracted. Without presuming any prior knowledge about the document, its style, layout, etc., the analysis starts with connected components, labeling them as text, lines, circles or arrows based on a neural network classifier trained on some statistical features extracted from the components. Once the text patches are identified, word detection is performed, modeling the text patches by their gravity centers and grouping them into possible words by a density based clustering. Finally, the grouped connected components are recognized by ...

The recognition of mind maps written on a whiteboard is a challenging task due to the unconstrained handwritten text and the different graphical elements -i.e. lines, circles and arrows -available for drawing a mind map. In this paper we propose a prototype system to recognize and visualize such mind maps written on a whiteboard. After the image acquisition by a camera, a binarization process is performed, and the different connected components are extracted. Without presuming any prior knowledge about the document, its style, layout, etc., the analysis starts with connected components, labeling them as text, lines, circles or arrows based on a neural network classifier trained on some statistical features extracted from the components. Once the text patches are identified, word detection is performed, modeling the text patches by their gravity centers and grouping them into possible words by a density based clustering. Finally, the grouped connected components are recognized by a Hidden Markov Model based recognizer. The paper also presents a software tool integrating all these processing stages, allowing a digital transcription of the mind map and the interaction between the user, the mind map, and the whiteboard.

The purpose of the present research is to examine the perceptions of teachers regarding use of the interactive whiteboard (IWB) in classroom teaching, and the impact of these perceptions on their self-image as ICT literate. The research was conducted with a sample of sixteen teachers in an elementary school in Israel. The research design combined quantitative and qualitative methods. The data was collected by means of a questionnaire and teachers' reflective summaries of the process of their training in use of the IWB in teaching. The findings indicated advantages of the IWB in diversifying the means available to the classroom teacher to generate curiosity and interests, demonstrate the subject matter, and document the class lesson. The weaknesses of the IWB were associated with the extensive training required its use, the long preparation time for lessons using the IWB, and technical problems. The findings also suggested that the use of the IWB contributed to the respondents' self-esteem as ICT-literate teachers, including a sense of empowerment and confidence in their ICT skills, which contributed to their increased use of the IWB in classroom instruction.

... It is not difficult to see how NNS in ESL classrooms would have a much better chance of retaining and understanding information with the visual support provided by ... Smith HJ,; Higgins S,; Wall K,; Miller J. . 'Interactive whiteboards: boon or ... Solvie P. . The Digital Whiteboard: A Tool ...

Based on preliminary investigation data by interviewing animal structure lecturers and students from IAIN Batusangkar, it is known that there are obstacles in animal structure lectures, one of which is related to the learning media used, so students have difficulty understanding lecture material. The difficulty felt by students was that almost every animal structure material was difficult to understand, especially the reproductive system material so students had difficulty illustrating images on the reproductive system material. This study aims to produce whiteboard animation learning media using the RQA model on valid, practical, and effective reproductive system materials. This type of research is development research using the plomp model which consists of three phases, namely the preliminary research phase, the design and prototyping phase, and the assessment phase. The research data were obtained from validity, practicality, and effectiveness tests. The results obtained in this...

This paper describes the uses of interactive whiteboard in English as a Foreign Language (EFL) primary classroom. The purpose is to explore the potential of the Interactive Whiteboard (IWB) as a learning pedagogical tool to support the development of primary school students‟ ability to reach a considerable level while learning in their classes. Additionally, this paper tries to answer the following questions: First, what is an interactive whiteboard? Second, how can interactive whiteboards promote student engagement? Third, what are the interactive whiteboard activities in the EFL classroom? The researcher's impression is that the interactive whiteboard can easily employ the three learning style in a way that positively reflect upon the individual learner. Results implicated that the IWB could be used to support the students‟ abilities development in other subject matters and provide a very interesting choice for importing the Internet into every EFL classroom. Further studies a...

En este estudio realizamos una revisión de nuestras acciones pedagógicas encaminadas a la mejora de la práctica docente en Educación Superior. Con esta finalidad, en primer lugar, mostramos un conjunto de investigaciones y estudios acerca de las posibilidades tanto técnicas como metodológicas de empleo de la pizarra digital. En segundo lugar, a partir del examen de diversas historias de la práctica (relatos, entrevistas, informes, documentos), experimentamos el empleo de distintas modalidades de pizarra digital como apoyo a la docencia presencial para complementar el trabajo docente realizado en un entorno virtual. Tratamos de identificar aplicaciones y metodologías didácticas en las que se usa la pizarra digital que funcionen desde la perspectiva del docente usuario y sean fácilmente transferibles.

En este estudio realizamos una revisión de nuestras acciones pedagógicas encaminadas a la mejora de la práctica docente en Educación Superior. Con esta finalidad, en primer lugar, mostramos un conjunto de investigaciones y estudios acerca de las posibilidades tanto técnicas como metodológicas de empleo de la pizarra digital. En segundo lugar, a partir del examen de diversas historias de la práctica (relatos, entrevistas, informes, documentos), experimentamos el empleo de distintas modalidades de pizarra digital como apoyo a la docencia presencial para complementar el trabajo docente realizado en un entorno virtual. Tratamos de identificar aplicaciones y metodologías didácticas en las que se usa la pizarra digital que funcionen desde la perspectiva del docente usuario y sean fácilmente transferibles.

The research aims at investigating the Saudi Secondary school Teachers' Attitudes towards using Interactive Whiteboard in the classrooms. The research uses the Quasi-Experimental approach, with one group (100) teachers, and limited to the Secondary school Teachers that enrolled in the first semester of (2011/2012) academic year. The research uses Interactive Whiteboard Attitude Survey, observation skill card for using Interactive Whiteboard in the classrooms and structured interviews with students. The ...

The research aims at investigating the Saudi Secondary school Teachers' Attitudes towards using Interactive Whiteboard in the classrooms. The research uses the Quasi- Experimental approach, with one group (100) teachers, and limited to the Secondary school Teachers that enrolled in the first semester of (2011/2012) academic year. The research uses Interactive Whiteboard Attitude Survey, observation skill card for using Interactive Whiteboard in the classrooms and structured interviews with students. The results indicated that there were appositive attitude towards using Interactive Whiteboard. But a few number of teachers used effectively the Interactive Whiteboard effectively in the classrooms. These results indicated that the teachers need a professional development program for effective using of Interactive Whiteboard effectively to help them in improving their Teaching skills and the students learning. More details of the results are discussed in the study.

The research aims at investigating the Saudi Secondary school Teachers' Attitudes towards using Interactive Whiteboard in the classrooms. The research uses the Quasi- Experimental approach, with one group (100) teachers, and limited to the Secondary school Teachers that enrolled in the first semester of (2011/2012) academic year. The research uses Interactive Whiteboard Attitude Survey, observation skill card for using Interactive Whiteboard in the classrooms and structured interviews with students. The results indicated that there were appositive attitude towards using Interactive Whiteboard. But a few number of teachers used effectively the Interactive Whiteboard effectively in the classrooms. These results indicated that the teachers need a professional development program for effective using of Interactive Whiteboard effectively to help them in improving their Teaching skills and the students learning. More details of the results are discussed in the study.

The research aims at investigating the Saudi Secondary school Teachers' Attitudes towards using Interactive Whiteboard in the classrooms. The research uses the Quasi-Experimental approach, with one group (100) teachers, and limited to the Secondary school Teachers that enrolled in the first semester of (2011/2012) academic year. The research uses Interactive Whiteboard Attitude Survey, observation skill card for using Interactive Whiteboard in the classrooms and structured interviews with students. The ...

The research aims at investigating the Saudi Secondary school Teachers' Attitudes towards using Interactive Whiteboard in the classrooms. The research uses the Quasi-Experimental approach, with one group (100) teachers, and limited to the Secondary school Teachers that enrolled in the first semester of (2011/2012) academic year. The research uses Interactive Whiteboard Attitude Survey, observation skill card for using Interactive Whiteboard in the classrooms and structured interviews with students. The ...

Digital game-based learning (DGBL) has successfully brought traditional game-based learning (GBL) into a new horizon due to its multimedia features, high interactivity, immediate and various feedbacks, authentic and vicarious contexts, etc.  As a result, PC-based DGBL has been prevalent in the past decade.  In terms of socio-cultural theory, however, PC-based DGBL has some drawbacks in nature to effectively create social interactions among learners in the classroom.  The dynamics of DGBL in the classroom setting mainly relies upon learners’ fervent interactions to stimulate cooperation, collaboration, problem-solving, communication, and competition in the game context.  The characteristics of interactive whiteboard (IWB) exactly solve the issue of adopting DGBL in the classroom.  Therefore, IWB-based DGBL has been increasingly applied in the classroom setting in recent years.  Nevertheless, not all instructors can put them into effective practice.  Without effective teachers carefully planning curricula and conducting classroom activities, any fantastic tools and materials can become just fancy artifacts. Hence, this study aims to tackle these problems, particularly for EFL preschoolers, by proposing a model of IWB-based DGBL instructional activities based upon Communicative Language Teaching (CLT) approach, and suggesting several principles of implementing this model for EFL preschool teachers.