scholarly journals Using the Interactive White Board in Teaching and Learning – An Evaluation of the SMART CLASSROOM Pilot Project

10.28945/1523 ◽  
2011 ◽  
Vol 7 ◽  
pp. 249-273 ◽  
Author(s):  
Edith Manny-Ikan ◽  
Osnat Dagan ◽  
Tal Berger Tikochinski ◽  
Rachel Zorman
Keyword(s):  
Teaching And Learning ◽  
Pilot Project ◽  
Smart Classroom ◽  
White Board ◽  
Interactive White Board

scholarly journals Perception of Undergraduate Students on Availability and Utilization of Interactive White Board on Performance In Biology

2021 ◽  
pp. 153-162
Author(s):  
Dr. Suleiman Sa'adu Matazu
Keyword(s):  
Undergraduate Students ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Performance Test ◽  
Equation Modeling ◽  
Education Department ◽  
White Board ◽  
White Boards ◽  
Descriptive Survey ◽  
Interactive White Board

The aim of this research is to assess availability and utilization of Interactive White Boards (IWBs) in teaching and learning of Biology among Undergraduate students in Sokoto State. The research is a descriptive survey with a population of 587 and a sample size of 234 100 level students of Science and Vocational Education department who are offering biology courses at Usmanu Danfodiyo University Sokoto. A self-designed questionnaire tagged ‘Assessment of the use of Interactive White Board in Teaching and Learning Biology’ (AIWBTLB) and Biology Performance Test (BTP) were used as instruments for data collection. The instruments were validated by experts and exhibited reliability index of 0.87 and 0.79 using Cronbach alpha and split half method respectively. The data generated was statistically analyzed using descriptive statistics and Structural Equation Modeling (SEM). Findings revealed that the required IWBs for teaching and learning Biology were not available; and the available IWBs were not adequately utilized. Equally important, a positive relationship was found between IWBs utilization and undergraduate students’ performance in biology. It was however recommended among others that, government; management of universities should as a matter of urgent importance provide adequate IWBs devices for the teaching and learning of Biology in the universities; and to provide modalities in which students are encouraged to make full use of IWBs in the teaching and learning of Biology.

scholarly journals Perception of Undergraduate Students on Availability and Utilization of Interactive White Board on Performance in Biology

2021 ◽  
Vol 20 (2) ◽  
pp. 107-115
Author(s):  
Suleiman Sa’adu Mataz
Keyword(s):  
Undergraduate Students ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Performance Test ◽  
Equation Modeling ◽  
Education Department ◽  
White Board ◽  
White Boards ◽  
Descriptive Survey ◽  
Interactive White Board

The aim of this research is to assess availability and utilization of Interactive White Boards (IWBs) in teaching and learning of  Biology among Undergraduate students in Sokoto State. The research is a descriptive survey with a population of 587 and a sample size of 234 100 level students of Science and Vocational Education department who are offering biology courses at Usmanu Danfodiyo University Sokoto. A self-designed questionnaire tagged „Assessment of the use of Interactive White Board in Teaching and Learning Biology‟ (AIWBTLB) and Biology Performance Test (BTP) were used as instruments for data collection. The instruments were validated by experts and exhibited reliability index of 0.87 and 0.77 using Cronbach alpha and split half method respectively. The data generated was statistically analyzed using descriptive statistics and Structural Equation Modeling (SEM). Findings revealed that the required IWBs for teaching and learning Biology were not available; and the available IWBs were not adequately utilized. Equally important, a positive relationship was found between IWBs utilization and undergraduate students‟ performance in biology. It was however recommended among others that, government; management of universities should as a matter of urgent importance provide adequate IWBs devices for the teaching and learning of Biology in the universities; and to provide modalities in which students are encouraged to make full use of IWBs in the teaching and learning of Biology.

scholarly journals Effect of smart classroom on learners’ performance in organic chemistry: A case study of senior five students in Kicukiro district- Rwanda

2021 ◽  
Vol 16 (2) ◽  
pp. 204-211
Author(s):  
Celestin Ngendabanga ◽  
Pascal Nsanzimana ◽  
Faustin Nduwayezu ◽  
Violette Umuhoza ◽  
Jean Baptiste Nkurunziza
Keyword(s):  
Organic Chemistry ◽  
Teaching And Learning ◽  
Linear Regression Analysis ◽  
Educational Stakeholders ◽  
Smart Classroom ◽  
Instructional Activities ◽  
Research Findings ◽  
Smart Classrooms ◽  
Positive Effect

The present study was conducted to explore the effect of smart classroom on learners’ performance in chemistry. This study was carried out on 71 senior five students selected randomly. After collecting data, t-test and linear regression analysis were used to analyze the data. Based on the research findings, it has been discovered that smart classroom motivated learners in teaching and learning organic chemistry. The results showed a significance difference between leaners taught through smart classroom and those not taught through smart classroom. These results also demonstrated that there is a positive effect of smart classroom on learners’ performance in chemistry. This indicated that an effort should be put in increasing adequate smart classrooms across the country to improve the teaching and learning process. Furthermore, other researchers should emphasize on the effect of smart classroom on other units in chemistry. In addition, educational stakeholders should emphasis on the use of smart classroom in instructional activities in education.

scholarly journals The Pedagogy of Adaptation: Using Specialised Disciplinary Knowledge to Develop Creative Skills

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
James S McKinnon
Keyword(s):  
Teaching And Learning ◽  
Pilot Project ◽  
Adaptation Studies ◽  
Transferable Skills ◽  
Creativity Research ◽  
Critical Problems ◽  
Group Interviews ◽  
Collaborative Skills ◽  
Learning Interventions ◽  
Learning Projects

This study evaluates a pilot project which attempts to use research on ‘adaptive dramaturgy’ to equip students with creative and collaborative skills. Long dismissed as a form of derivative copying, adaptation is now increasingly understood not in opposition to creativity but as its basis. This paper evaluates the effectiveness of two teaching and learning interventions developed by linking creativity research, adaptation studies, and scholarship of teaching and learning (SoTL). Both interventions use strategies identified in research on ‘adaptive dramaturgy’ as the basis of group learning projects that facilitate creative and collaborative skills.The author postulated that using adaptation to solve creative and critical problems would help students recognise creativity as a set of skills they could learn and master, not an innate or inscrutable ‘talent’. This study evaluates the interventions by examining data collected from pre- and post-course questionnaires and group interviews to determine how the participants experienced them. In addition to presenting evidence about the efficacy of the interventions (and their potential for adaptability to other contexts and disciplines), this study provides a model for tackling a problem familiar to scholars across disciplines: how to make specialised disciplinary research both accessible and useful to students seeking general, transferable skills.

scholarly journals Reflections of Researchers Involved in the Evaluation of Pedagogical Technological Innovations in a University Setting

2005 ◽  
Vol 35 (1) ◽  
pp. 61-84
Author(s):  
Cindy Ives ◽  
Katherine McWhaw ◽  
Christina De Simone
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Pilot Project ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Information And Communication ◽  
The One ◽  
University Setting ◽  
Ongoing Evaluation

It is widely assumed that developments in information and communication technologies are fundamentally transforming and improving higher education. As a part of an ongoing evaluation of technology-supported pedagogy in one university, our three-year research project was designed, on the one hand, to determine if and how selected technologies were beneficial for learning and, on the other hand, to offer professional development for faculty members. In this paper, we reflect on our participation in a pedagogy and technology (referred to as PedTech) pilot project, describe some of the relationships that developed between ourselves as researchers and evaluators and our faculty collaborators, and share what we have learned from this experience. We suggest that a scholarship of teaching approach to evaluating innovations in teaching and learning is one way to support institution-wide adoption.

Predictors of ICT Use in Teaching in Different Educational Domains

2017 ◽  
Vol 11 (2) ◽  
pp. 145 ◽  
Author(s):  
Barbara Rončević Zubković ◽  
Rosanda Pahljina-Reinić ◽  
Svjetlana Kolić-Vehovec
Keyword(s):  
Social Sciences ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Online Survey ◽  
Survey Methodology ◽  
Language Education ◽  
Pilot Project ◽  
School Level ◽  
Ict Use ◽  
Humanities And Social Sciences

This study explored the implementation of the information and communication technology (ICT) into teaching and learning processes in three educational domains (STEM, language education, and other humanities and social sciences). Specificaly, the aim of the current study was to explore the effects of teachers' attitudes towards ICT use in classroom, self-efficacy in the ICT use, and perceived school-level barriers on teachers' ICT use as well as possible domain specific differences in the assessed variables. The data were collected as a part of a larger study conducted within the first phase of the “e-Schools” pilot project (CARNet). An online survey methodology was employed involving a sample of nearly all teachers in 13 middle (N=256) and 7 high schools (N=275). The results revealed that perceived self-efficacy in ICT use proved to be the best predictor of the use of ICT based activities regardless of the domain. Perceived benefits of ICT use significantly predicted the use of ICT in STEM and humanities and social sciences, while school-level barriers negatively predicted ICT use in STEM and in language education. Comparison of educational domains showed that STEM teachers saw more benefits of ICT use in teaching than teachers in humanities and social sciences. STEM teachers perceived themselves as more competent in ICT use compared to other two groups. They also reported that they use ICT more often in lesson preparation and in classroom activities. However, teachers’ perception of possible risks and barriers of ICT use in education did not differ in three educational domains.

Learning Together with the Interactive White Board

2010 ◽  
pp. 69-78
Author(s):  
Linda Larson ◽  
Sharon Vanmetre
Keyword(s):  
Professional Development ◽  
Content Delivery ◽  
Interactive Whiteboards ◽  
Social Software ◽  
Active Engagement ◽  
White Board ◽  
The Future ◽  
Technology Users ◽  
Technology Trend ◽  
Interactive White Board

Interactive whiteboards (IWB) are the latest technology trend in schools and businesses. The purpose of this chapter is to discuss how social software and IWB technology promotes active engagement and interactive content delivery. Using IWB technology users are able to interact, collaborate, and evaluate. To implement the IWB effectively, there are numerous issues to address: professional development, interactivity, feedback, collaboration, and the future of the IWB.

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