scholarly journals Interactive whiteboards: Interactive or just whiteboards?

2010 ◽  
Vol 26 (4) ◽  
Author(s):  
Maria Northcote ◽  
Paula Mildenhall ◽  
Linda Marshall ◽  
Paul Swan
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Interactive Whiteboards ◽  
Future Research ◽  
Learning Tools ◽  
Research Project ◽  
Literature Report ◽  
Whole School ◽  
School Based

<span>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.</span>

scholarly journals PINTAR BACA: ENRICHING PUPILS’ READING THROUGH STORIES OF ORIGINS OF NAMES OF PLACES IN SINGAPORE

2020 ◽  
pp. 93-118
Author(s):  
Siti Faridah Omar
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Historical Background ◽  
School Level ◽  
Learning Tools ◽  
Reading Materials ◽  
Research Findings ◽  
Primary School Pupils ◽  
Language Mastery

Reading is one of the basic skills needed to be enhance at the primary school level. Early research shows that pupils lack the interest in reading and this affected their ability to grasp vocab and understanding. Thus, Pintar Baca cards were introduced to help increase interest and level up pupils’ ability to understand the texts read. The Pintar Baca cards comprises of teaching and learning tools published by the Malay Language Centre of Singapore. These resources were designed to help primary school pupils improve their language mastery through reading. These cards were developed for Primary 2 to 4 and consists of 12 stories on the names of origins of places of Singapore. It is hoped that through these historical stories, we are able to instil interest and strengthen pupils’ knowledge on the historical background of some places in Singapore in a simpler and more interesting way. In addition, each story comes with a set of comprehension questions which can develop pupils’ understanding on the reading materials. A trialling session was done at 9 primary schools involving around 189 pupils. A thinking routine strategy were applied in the teaching and learning during the trialling sessions to support the use of the Pintar Baca cards. Research findings showed an increase in reading interest amongst pupils. In addition, the application of the thinking routines has helped improve pupils’ understanding of the contents of the stories and their language mastery.

scholarly journals Primary school teachers' use of digital resources with interactive whiteboards: The Australian context

2012 ◽  
Vol 28 (1) ◽  
Author(s):  
Damian Maher ◽  
Renata Phelps ◽  
Nikkita Urane ◽  
Mal Lee
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teacher Educators ◽  
Dominant Role ◽  
Interactive Whiteboards ◽  
School Teachers ◽  
Digital Resources ◽  
Primary School Teachers

<span>As interactive whiteboards appear in increasing numbers in primary classrooms, questions will continue to be asked about the effectiveness of these devices in supporting teaching and learning. It is not the board itself, however, which is likely to make a difference to student learning outcomes, but the resources which teachers choose to use in conjunction with their board. This study investigated what digital resources Australian primary school teachers </span><em>are</em><span> using when teaching with interactive whiteboards and the factors affecting their choice of such resources. Data were collected from 116 teachers from 13 primary schools in regional and metropolitan areas via an online survey and follow-up focus groups. While flipchart software plays an important role in delivery of lessons, a broad range of resources, particularly online, interactive and multimedia resources are utilised. National, pedagogical and curriculum relevance are critical influences on Australian teachers' resource choice and word-of-mouth plays a dominant role in influencing patterns of use. There are important implications from the study for teachers, school leaders, teacher educators and producers of digital resources.</span>

South African Teachers’ Perspectives of What Causes Students to Exhibit Challenging Behavior in Primary Schools

2021 ◽  
pp. 002205742098870
Author(s):  
Julie Shantone Rubbi Nunan
Keyword(s):  
Primary School ◽  
South African ◽  
Challenging Behavior ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
School Intervention ◽  
Future Research ◽  
School Teachers ◽  
Primary School Teachers

South African primary school teachers struggle curtailing student behaviors, therefore impeding teaching and learning. To understand this phenomenon, 15 primary school teachers were interviewed. Findings reveal that students’ negative family dynamics, displaced aggression, and social factors influenced challenging behavior. Social cognitive theory and general systems theory rationalized how behavior is learned and transferred within systems. Understanding the causative factors of student challenging behavior will benefit teachers to understand the student before addressing their behavior. Future research should look into student challenging behavior from other perspectives. School intervention programs should be established that support vulnerable students to curtail their challenging behavior.

MENINGKATKAN KEMAMPUAN GURU DENGAN BERBANTUAN KEGIATAN WORKSHOP DALAM MENYUSUN PERANGKAT PEMBELAJARAN DI SUNGAI MAJO KECAMATAN KUBU

2019 ◽  
Vol 3 (3) ◽  
pp. 447
Author(s):  
Sulmi Sulmi
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Primary Schools ◽  
Average Score ◽  
Learning Tools ◽  
Average Value

This research was motivated by the weakness of teachers in compiling learning devices in the Primary school of Sungai Majo and Teluk Nilap, Kubu Babussalam District, Rokan Hilir Regency. The purpose of this study is to improve the ability of teachers to develop learning tools in Primary schools. The purpose of this study is to improve the ability of teachers to develop learning tools in Primary schools. The action to be taken is to provide a workshop on the formulation of learning devices in Primary schools. The results of the study show, in the assessment of the first cycle syllabus, The average value obtained by the Sungai Majo Elementary School 006 teacher is 67 with sufficient categories. While teachers at Elementary School 002 Teluk Nilap get an average score of 69 in the good category. cycle II, the average syllabus for teachers in Sungai Majo Primary School 006 was 89 with very good categories. While the teachers of Elementary School 002 in the Teluk Nilap amounted to 90 with very good categories. Whereas the assessment in the RPP of the first cycle, teachers in Elementary School 006 Sungai Majo and SDN 002 Teluk Nilap received the same score, which amounted to 67.14 with sufficient categories. After the second cycle, Sungai Majo Primary School 006 got an average score of 90 with a very good category, while the teachers of Elementary School 002 Teluk Nilap scored 91.42 with a very good category. With the results of this study, it can be concluded that with the help of workshops, it can improve the ability of teachers to develop learning tools in the Sungai Majo and Teluk Nilap, Kubu Babussalam District, Rokan Hilir Regency. 

Attaining the Active School Flag: How physical activity provision can be enhanced in Irish primary schools

2017 ◽  
Vol 25 (1) ◽  
pp. 76-88 ◽  
Author(s):  
Richard Bowles ◽  
Déirdre Ní Chróinín ◽  
Elaine Murtagh
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Primary Schools ◽  
Qualitative Interviews ◽  
Positive Health ◽  
Policy Makers ◽  
School Communities ◽  
Physical Activity Interventions ◽  
School Based ◽  
School Initiatives

The provision of regular physical activity opportunities has the potential to have positive health benefits for children. This study used qualitative interviews and focus groups to examine the experiences of two Irish primary school communities as they worked to attain an Active School Flag. The data suggest that engagement in this formal physical activity initiative impacts positively on children’s engagement in physical activity. Schools were encouraged to embark on innovative activities that attracted widespread participation within schools and in the wider community. The establishment of links with community groups fostered collaborations that were empowering and inclusive. This research supports the contention that primary school initiatives can provide enhanced physical activity opportunities for children, and may provide guidance to national and international policy-makers as they devise school-based physical activity interventions.

Nutrition across the curriculum: a scoping review exploring the integration of nutrition education within primary schools

2021 ◽  
pp. 1-44
Author(s):  
Berit M. Follong ◽  
Angeliek Verdonschot ◽  
Elena Prieto-Rodriguez ◽  
Andrew Miller ◽  
Clare E. Collins ◽  
...  
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Scoping Review ◽  
Primary Schools ◽  
Student Outcomes ◽  
Overweight And Obesity ◽  
Integrative Approach ◽  
Intervention Effectiveness ◽  
Education Programs ◽  
School Based

Abstract Primary schools contribute to promoting healthy eating behaviour and preventing overweight and obesity by providing nutrition education. Research highlights the importance of improving teachers’ program implementation to enhance intervention effectiveness. An integrative approach has been suggested to reduce time barriers that teachers currently experience in teaching nutrition. This scoping review explores use and effectiveness of integrative teaching in primary school-based nutrition education programs. Six databases were searched for primary school-based interventions on nutrition education. Papers reporting on integration of nutrition topics within core curriculum were included. Abstracts and full texts of potentially relevant articles were screened to determine eligibility. Next, data were extracted and tabulated. Findings were collated and summarised to describe intervention characteristics, subject integration and effectiveness of the included programs. Data describing integration of nutrition into the primary school curriculum were extracted from 39 eligible papers. Nutrition education programs often involve lessons about food groups and are frequently embedded within the mathematics, science or literacy syllabus. Although articles report on the integration of nutrition, the use of this approach was not commonly described in detail. Only seven papers discussed student outcomes related to the integration of nutrition education within core subjects. The ability to draw strong conclusions about school-based nutrition intervention effectiveness is limited by the current lack of program description and methodological issues. Hence, more research is warranted to inform evidence on effectiveness of integrative nutrition education for both teacher and student outcomes. Future studies that include greater detail regarding the integrative approach are needed.

scholarly journals School climate and adaptive characteristics of younger primary school students

2021 ◽  
Vol 20 (2) ◽  
pp. 93-108
Author(s):  
Maša Đurišić ◽  
Vesna Žunić-Pavlović
Keyword(s):  
School Climate ◽  
Primary School ◽  
Primary Schools ◽  
Adaptive Functioning ◽  
Future Research ◽  
School Students ◽  
Learning And Teaching ◽  
Outcomes Of Education ◽  
The Individual

Introduction. It has long been established that school climate can influence the course and outcomes of education, but the findings of previous research are inconsistent as to which elements of school climate are crucial for positive outcomes. This paper provides a more detailed insight into the individual contribution of the dimensions and determinants of school climate for adaptive functioning of students. Objective. The objective of the research was to consider the patterns of the relationship between the quality of school climate and its determinants (program, process and material) and adaptive characteristics of students. Methods. The research was conducted in five primary schools in Belgrade. The Charles F. Kettering, Ltd. - CFK School Climate Profile was used to assess school climate, and the TRF Adaptive Functioning Profile was used to assess adaptive characteristics of students. Both questionnaires were completed by primary school teachers. Results. Positive correlations were found between the quality of school climate, program, process and material determinants, on the one hand and, on the other hand, adaptive characteristics of students. Based on the results of regression analysis, the program determinants of school climate were singled out as the only significant predictor. Conclusion. The results of this research confirm that a good school climate, and especially school programs and practices in the domain of learning and teaching, can contribute to adaptive characteristics of students. Based on the obtained results, the paper describes the implications for future research and practice in this field.

scholarly journals Online Teaching With M-Learning Tools in the Midst of Covid-19: A Reflection Through Action Research

10.28945/4761 ◽  
2021 ◽  
Author(s):  
Minh Q. Huynh ◽  
Eraj Khatiwada
Keyword(s):  
Action Research ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Future Research ◽  
Learning Tools ◽  
Online Instructors ◽  
Quantitative Studies ◽  
Frame Work

Aim/Purpose: In the midst of COVID-19, classes are transitioned online. Instructors and students scramble for ways to adapt to this change. This paper shares an experience of one instructor in how he has gone through the adaptation. Background: This section provides a contextual background of online teaching. The instructor made use of M-learning to support his online teaching and adopted the UTAUT model to guide his interpretation of the phenomenon. Methodology: The methodology used in this study is action research through participant-observation. The instructor was able to look at his own practice in teaching and reflect on it through the lens of the UTAUT conceptual frame-work. Contribution: The results helped the instructor improve his practice and better under-stand his educational situations. From the narrative, others can adapt and use various apps and platforms as well as follow the processes to teach online. Findings: This study shares an experience of how one instructor had figured out ways to use M-learning tools to make the online teaching and learning more feasible and engaging. It points out ways that the instructor could connect meaningfully with his students through the various apps and plat-forms. Recommendations for Practitioners: The social aspects of learning are indispensable whether it takes place in person or online. Students need opportunities to connect socially; there-fore, instructors should try to optimize technology use to create such opportunities for conducive learning. Recommendations for Researchers: Quantitative studies using surveys or quasi-experiment methods should be the next step. Validated inventories with measures can be adopted and used in these studies. Statistical analysis can be applied to derive more objective findings. Impact on Society: Online teaching emerges as a solution for the delivery of education in the midst of COVID-19, but more studies are needed to overcome obstacles and barriers to both instructors and students. Future Research: Future studies should look at the obstacles that instructors encounter and the barriers with technology access and inequalities that students face in online classes. NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 173-193. Click DOWNLOAD PDF to download the published paper.

Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jace Pillay
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Negative Impact ◽  
School Bullying ◽  
Home Language ◽  
Primary School Children ◽  
Contextual Variables ◽  
School Based ◽  
Early School

Background: Research has provided evidence about the negative impact of school bullying on the academic performance of primary school children, but studies on the prevalence of school bullying and numeracy performance of children are very scant.Aim: This study aimed to investigate the prevalence of school bullying and numeracy performance among primary school children, and its implications for school-based interventions.Setting: The sample comprised 435 children (56.3% females and 43.7% males; Grades 1–7; median age = 11 years) attending six primary schools in three different education districts in Johannesburg, South Africa.Method: The children self-reported their experience of bullying by peers through a questionnaire. In addition, they completed numeracy tests. For children aged 6 to 9 years, the questionnaire was completed with the assistance of trained field workers.Results: The results following a linear regression with multiple predictors indicated that numeracy was significantly associated with contextual variables such as grade and home language. Bullying was strongly associated with socio-economic indicators such as school quintile and regional situation. These variables are important in early school support interventions directed at improving learner numeracy performance in the primary school.Conclusion: The results show a relatively high percentage of bullying in primary schools in the Johannesburg region. The performance in numeracy was significantly associated with the grade and home language of the learner. Contextual variables related to socio-economic situation of learners such as school quintiles and regional situation had strong associations with bullying.

scholarly journals Approaches to teaching primary level mathematics

2014 ◽  
Vol 4 (2) ◽  
pp. 20 ◽  
Author(s):  
Caroline Long ◽  
Tim Dunne
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Mathematical Concept ◽  
Process Approach ◽  
Policy Statement ◽  
Advanced Mathematics ◽  
Five Dimensions ◽  
Advantages And Disadvantages ◽  
School Based ◽  
The Subject

In this article we explore approaches to curriculum in the primary school in order to map and manage the omissions implicit in the current unfolding of the Curriculum and Assessment Policy Statement for mathematics. The focus of school-based research has been on curriculum coverage and cognitive depth. To address the challenges of teaching mathematics from the perspective of the learner, we ask whether the learners engage with the subject in such a way that they build foundations for more advanced mathematics. We firstly discuss three approaches that inform the teaching of mathematics in the primary school and which may be taken singly or in conjunction into organising the curriculum: the topics approach, the process approach, and the conceptual fields approach. Each of the approaches is described and evaluated by presenting both their advantages and disadvantages. We then expand on the conceptual fields approach by means of an illustrative example. The planning of an instructional design integrates both a topics and a process approach into a conceptual fields approach. To address conceptual depth within this approach, we draw on five dimensions required for understanding a mathematical concept. In conclusion, we reflect on an approach to curriculum development that draws on the integrated theory of conceptual fields to support teachers and learners in the quest for improved teaching and learning.

Sign in / Sign up

Export Citation Format

Share Document