Figure - available from: SAGE Open
This content is subject to copyright.
Source publication
The study investigated a teacher technology integration professional development model. The model focused on using SMART Board to improve pre-algebra achievement. The importance of the study was that the pre-algebra students at the middle school had a lower passing rate on the pre-algebra standard of learning (SOL) assessment for the past 3 years c...
Citations
... Multiple studies have found that whiteboard-based instruction enhances cognitive results by increasing motivation and excitement [39,40], enhancing engagement [41][42][43], improving academic performance, and promoting self-efficacy and learning interest. A shared whiteboard was incorporated into synchronous courses, and the use of a digital whiteboard aided in the understanding of abstract concepts and increased class engagement [44,45]. ...
The COVID-19 pandemic poses a threat to the sustainability of higher education. Connectedness and engagement, two characteristics crucial to design education, have weakened significantly in online courses. However, limited research has been conducted on online design education than on STEM fields. Based on the dual coding theory, the purpose of this study was to use non-verbal tools to enhance design student connectedness and engagement in online class communication. In a quasi-experiment, 122 design students from a Chinese university were questioned and analyzed. They were randomly assigned to four different teaching situations and the effectiveness of two non-verbal tools was tested: emoticons and shared whiteboards. The ANOVA revealed a positive correlation between the use of non-verbal information in online class communication and the connectedness and engagement of design students. Moreover, the students in the group who used plentiful personified-form emoticons gave feedback and reported a stronger sense of connectedness and engagement. The whiteboard group’s data did not significantly differ from the control group, unlike the STEM discipline. To better develop the sustainability of design education, we provide recommendations for the design of online-education software and the method of online design instruction.
... As a result, governments and institutions all over the world are investing huge amounts of time and resources into technology. According to Minor, Losike-Sedimo, Reglin& Royster (2013), public and political support for technology use has generated billions of dollars toward increasing its availability to universities and corporate organisations. For instance, in 2009 spending for technology across all levels of education in the United States of America was over 63 billion dollars (Brant, 2010). ...
... IWBs are powerful technological devices that can help teachers convert the traditional classroom environment into a student-centred collective one, in which students can actively participate in learning processes that emphasize constructive, collaborative and personalized learning (e.g. Harlow et al., 2010;Minor et al., 2013;Somyürek et al., 2009;Wong et al., 2015). In recent years, the penetration of the IWBs to classes is accelerated all over the world and the IWBs have been implemented at all stages of education (Aflalo et al., 2018;Önal, 2017). ...
... Torff & Tirotta, 2010;Türel, 2011;Wood & Ashfield, 2008), enhancing engagement (e.g. Mariz et al., 2017;Minor et al., 2013;Whitby et al., 2012;Winzenried et al., 2010), improving academic performance (e.g. Amiri & Sharifi, 2014;Isman et al., 2012), and promoting self-efficacy and learning interest (e.g. ...
The infusion and diffusion of the interactive whiteboard (IWB) has attracted considerable interest in educational contexts over the past years. However, research to date has been controversial with regard to the effectiveness of IWB-based instruction on cognitive learning outcomes. This study identified empirical publications that examine students’ cognitive learning outcomes and applied a meta-analysis to determine the overall effectiveness of IWB-based instructions. A systematic database search and literature review identified 23 high-quality, peer-reviewed journal articles that met the inclusion criteria. The meta-analysis was conducted using Review Manager 5.3 software; the calculated effect size showed that the IWB-based instruction can positively influence students’ cognitive learning outcomes, compared to traditional lecture-based lectures. A moderator variable analysis suggests that the pedagogical approach and the year of publication significantly moderate the effectiveness of IWB-based instruction. These results indicate that the IWB-based instruction has matured overtime after several years of application in educational environments, helping students improve their cognitive learning across interdisciplinary research reports. Furthermore, the IWB-based instruction was most effective when instructors applied an independent learning approach, suggesting that IWB-based instruction can be useful for personalized student learning.
... According to Minor, Losike-Sedimo, Reglin, and Royster (2013), current studies have shown an increase in student test scores and personal autonomy through successfully integrating technology into classroom teaching, as well as enhancement of teacher skills. Some aspects that impact teachers' decisions to introduce technology into classroom activities are beliefs about the way the subject should be taught and the skills associated with competence in managing classroom activities. ...
... A great deal of investment has gone into preparing schools with the latest technological advances (Minor et al., 2013). Although schools have more access to technologies than in the early to mid-2000s, the level of technology use has not evolved (U.S. ...
... Students today are more advanced in technology compared to students of the previous generation. Mobile phones, video games, iPods, Kindles, netbooks, and SMART Boards are common tools in the lives of today's youth (Minor et al., 2013). Increased engagement in sophisticated technology contributes to students' personal autonomy, that is, to the students' capacity to be self-governing, develop their own views, and make important decisions about the direction of their academic lives, with limited external guidance by others such as teachers and parents (Marzano, 2012). ...
Technology proficiency is the ability to use technology to communicate effectively and professionally, organize information, produce high-quality products, and enhance thinking skills. In classroom settings, technology proficiency refers to the ability of teachers to integrate technology to teach and facilitate, as well as to improve learning, productivity, and performance. These abilities are needed to participate in a technological world. Technology proficiency enables teachers to identify and explore a wide variety of technological tools and devices in order to determine and select those that best respond to teaching and learning contents. Among teachers, basic proficiency in information technologies is typically used to communicate electronically, organize activities and information, and create documents in schools or higher-education institutions.
Proficiency in using technological tools and devices can be achieved through experience and instruction. It is necessary to introduce experimentation into teaching practices and maintain accessible technological tools and devices. Technology proficiency seems relevant to many aspects of the teaching profession, such as lesson preparation and development of teaching kids. Other aspects that impact teacher decisions to introduce technology into teaching and learning activities are teachers’ beliefs about the way the subject should be taught and the skills associated with teacher competence in managing classroom activities using technology tools and devices. Therefore, teachers must be able to apply the technological knowledge and skills required in professional job roles and responsibilities in order to achieve the expected outputs.
As an educator in the 21st century, it is imperative to integrate technology into the curriculum for a variety of reasons. Students need to be exposed to and be familiar with technologies in order to compete in the world marketplace, and they need to be able to integrate them in dynamic social environments. The world is dominated by technology in all forms, and to be successful, students must possess 21st-century skills. In addition, technology proficiency improves efficiency in teaching and facilitating. Being more efficient usually means that teachers have more time, and it allows additional space for innovation, planning, conversing, thinking, and creativity. Technology can be instrumental in making teachers more efficient.
... A growing number of educators are using IWBs to assist classroom instructional process. A variety of studies have already reported that interactive whiteboard-based instruction has a positive effect on students' learning outcomes, such as increasing students' enthusiasm and motivation (e.g., [5][6]), enhancing students' engagement (e.g., [7][8]), improving students' academic performance (e.g., [9][10]), promoting students' Self-efficacy and learning interest (e.g., [11][12]), and developing students' autonomy ( e.g., [8] [13]). ...
... A growing number of educators are using IWBs to assist classroom instructional process. A variety of studies have already reported that interactive whiteboard-based instruction has a positive effect on students' learning outcomes, such as increasing students' enthusiasm and motivation (e.g., [5][6]), enhancing students' engagement (e.g., [7][8]), improving students' academic performance (e.g., [9][10]), promoting students' Self-efficacy and learning interest (e.g., [11][12]), and developing students' autonomy ( e.g., [8] [13]). ...
... A growing number of educators are using IWBs to assist classroom instructional process. A variety of studies have already reported that interactive whiteboard-based instruction has a positive effect on students' learning outcomes, such as increasing students' enthusiasm and motivation (e.g., [5][6]), enhancing students' engagement (e.g., [7][8]), improving students' academic performance (e.g., [9][10]), promoting students' Self-efficacy and learning interest (e.g., [11][12]), and developing students' autonomy ( e.g., [8] [13]). ...
... A growing number of educators are using IWBs to assist classroom instructional process. A variety of studies have already reported that interactive whiteboard-based instruction has a positive effect on students' learning outcomes, such as increasing students' enthusiasm and motivation (e.g., [5][6]), enhancing students' engagement (e.g., [7][8]), improving students' academic performance (e.g., [9][10]), promoting students' Self-efficacy and learning interest (e.g., [11][12]), and developing students' autonomy ( e.g., [8] [13]). ...
... Pedagogically, technology has been attracting much attention as a valuable element for enhancing student achievement, motivation, and process productivity (Roblyer & Doering, 2010). In addition to its benefits for students, teachers have also been found to increase their skills regarding the use of technology and its contributions to their expertise in their fields (Cennamo, Ross, & Ertmer, 2010;Minor, Losike-Sedimo, Reglin, & Royster, 2013;Xu & Pershing, 2010). In addition to these benefits, diversity offers teachers new alternatives for teaching methods and techniques, providing them with opportunities to act out their roles in teaching (Cennamo, Ross, & Ertmer, 2010, Matzen & Edmund, 2007. ...
Purpose of the Study: Although there are many reasons to use technology in the classroom (to enhance student achievement, motivation, and process productivity; diversity offers teachers new alternatives for instruction and supports self-learning), various barriers hinder technology integration. Technology integration in the education field is a multidimensional process, and its success depends on many variables. Therefore, it is necessary to re-examine the barriers under several changing conditions (the improvement of infrastructure possibilities, professional development activities, etc.). This study discusses the problems related to the integration of a newly introduced web system with educational activities, “Tracking and Evaluation System for Book Reading Activities” (KITaS), that would be included in a public school system, in addition to the integration of teachers in the course of promoting and implementing it in Kırklareli. In the process of implementing KITaS, the aim was to determine the barriers present, which were based on teachers’ considerations of barriers regarding the integration process. The profiles of the changing barriers in the literature were compared. Research Method: In this qualitative research conducted during the 2015–2016 school term, data were collected through observations, interviews, and open-ended question forms. The research participants were seven teachers from a government secondary school in Kırklareli. Results: The primary findings of this research are as follows: (A) there is a need to accept that there are always some barriers to technology integration; (B) it is believed that the administrative unit of an institution where teachers work decides whether to engage in the process of technology integration, and (C) there is not a need to integrate technology in test-centered approaches, which focus on students’ success on exams. Implications for Research and Practice: Within the scope of this research, the barriers similar to those in the literature are established, in addition to an additional barrier that does not directly correspond to those in the literature. Depending on the changing conditions, it seems that new barriers to technology integration (believing that the top unit of an institution at which teachers work decides whether to engage in the process of technology integration, and accepting that there are several barriers to technology integration at all times) emerge and other barriers (lack of technology resources) are found to decrease.
... Current research on the interactive whiteboards' use in educational settings reflects several advantages for students. For instance, they develop students' autonomy (Harlow, Cowie, & Heazlewood, 2010;Minor, Losike-Sedimo, Reglin & Royster, 2013) and it has been discussed that they increase student enthusiasm and motivation (Schmid, 2006;Torff & Tirotta 2010;Wood, R., & Ashfield, J. (2008), possess the capacity to ease teaching and learning Glover et al 2005), enhance the degree of understanding (Holmes 2009; and enable students to participate in the lessons being conducted and provide collaboration in the classroom (Gray et al., 2005;Minor, Losike-Sedimo, Reglin & Royster, 2013). ...
... Current research on the interactive whiteboards' use in educational settings reflects several advantages for students. For instance, they develop students' autonomy (Harlow, Cowie, & Heazlewood, 2010;Minor, Losike-Sedimo, Reglin & Royster, 2013) and it has been discussed that they increase student enthusiasm and motivation (Schmid, 2006;Torff & Tirotta 2010;Wood, R., & Ashfield, J. (2008), possess the capacity to ease teaching and learning Glover et al 2005), enhance the degree of understanding (Holmes 2009; and enable students to participate in the lessons being conducted and provide collaboration in the classroom (Gray et al., 2005;Minor, Losike-Sedimo, Reglin & Royster, 2013). ...
Recently much have been invested in the interactive whiteboard educational technology in Turkey. The
government is still wishful to spread it to schools of all levels. This study tries to understand teachers’ and
students’ attitudes toward interactive whiteboard technology along with differences in attitudes resulting from
some demographic factors. Two parallel surveys consisting of 25 items were applied to 255 students and 23
teachers from three private schools. Students from sixth to twelfth grades and teachers from 15 different
branches participated in this research study. The results indicate that interactive whiteboards are highly rated by
both teachers and students. Students mostly prefer the usage of interactive whiteboards in math courses, and their
attitudes differ across their genders and school levels. As students get elder, their positive attitudes toward
interactive whiteboard technology decrease, and it has been found out that there is no difference between
teachers’ and students’ attitudes. This study includes some implications for policy makers, educator and
researchers.
This research aims at identifying the Smart Board in terms of its concept, origin, manes, components, types as well as the advantages of using it in the teaching process and the most important obstacles facing teachers using it in universities. In their pursuit to achieving their goal, the researchers designed a questionnaire of (28) items that were applied to a purposive sample of (40) staff teachers at the College of Education of the University of Samarra. The sample included (20) staff teachers from the History and Arabic Language departments of the College of Education representing Humanities, as well as (20) staff teachers from the departments of Biology and Chemistry representing scientific specialties (disciplines). The study results showed that while the use of the Smart Board had its advantages, there also were obstacles to using it in the teaching process and a set of recommendations came forth accordingly. They are as follows: Organizing training courses especially designed to train and qualify staff teachers in universities and colleges on the use of the Smart Board in the teaching process. The importance of having the Ministry of Higher Education providing the necessary facilities to the staff teachers in universities in order to employ the use of the Smart Board in the teaching process. Providing classrooms and computer labs in colleges and universities with Smart Board s so as to benefit from them in the teaching process. Providing computer labs in universities with a specialized cadre (staff) of technicians and computer specialists to train students to get skilled in using computers. Continuously providing computer labs in colleges with internet and at suitable speeds. Educating the staff teachers in colleges and universities on the importance of using the Smart Board in the teaching process.
This study investigates how pre-service teachers use their knowledge of technology, mathematics, and pedagogy to create video lessons using portable interactive whiteboards. The TPACK framework was used to identify the different types of knowledge pre-service teachers rely on as they create their videos. Results indicate pre-service teachers’ effective use of conveyance technology, pedagogical techniques, and mathematical representations using technology. Their videos portray their process of coordinating their TPACK. Recommendations are made for teacher educators to integrate technology in activities that aim to develop pre-service teachers’ comfort and confidence with technological tools for teaching and learning.
