This thesis takes account of using IWB (interactive white board) in modern foreign language teaching, especially in German. In the theoretical part there will be a brief description of IWB possibilities: what software is the best in a particular situation and what are the limits of its use. The practical part will focus on effectiveness in using IWB and show what is necessary to be able to work with IWB effectively: creation of new exercise, slide and whole ?workbook?.

This research aimed to explore the current status of junior high school teachers¡¦ adopting interactive whiteboards (hereafter ¡§IWB¡¨) in teaching, and further investigate the teachers¡¦ beliefs and intention to use of IWBs. The research used survey research methodology to examine the Kaohsiung municipal junior high school teachers who had participated IWB teaching courses. There were 238 samples, and the research tool was the questionnaire ¡§Teachers¡¦ Teaching Beliefs and Intention to Use of Interactive Whiteboards.¡¨ In addition, semi-structured interviews were conducted to those who had expressed their willingness to have interviews in the questionnaires in order to supplement the lack of the questionnaire function. Data of the questionnaire sheets were statistically analyzed by SPSS 14.0 for Windows, and the analytical methods included descriptive statistics, average difference analysis, analysis of variances, and other related analytical methods. Qualitative interview data were inductively organized and analyzed. The findings of the research are as follows: 1.About 65% of Kaohsiung municipal junior high school teachers have ever used IWBs. The reason for using IWBs was mainly to increase students¡¦ learning motives. The major problem the teachers faced was that they were unable to find IWB-equipped classrooms. The assistance the teachers hoped to receive was to have an IWB teaching database constructed. 2.The Kaohsiung municipal junior high school teachers¡¦ IWB teaching beliefs were positive, as they generally believed that IWBs were an effective teaching tool integrated with multi-media resources. Thus, IWB teaching could not only trigger students¡¦ attention and learning motives but also promote their learning effects. 3.The Kaohsiung municipal junior high school teachers¡¦ intention to use of IWBs was positive. In general, the teachers believed that it would boost the teachers¡¦ intention to use of the IWB teaching if the teaching material was appropriate, equipment sufficient, or recommendations from other teachers. Some teachers expressed their intention to use of the IWB teaching in the future. 4.The total scale on the teachers¡¦ teaching beliefs showed a better outcome on the teachers with administrative work and those who had the IWB teaching experience; for evaluation level, it indicated better for those who had the IWB teaching experience; for expectation level, it signified better for the spontaneously-learning teachers and those who had the IWB teaching experience; for skill level, it represented better for male teachers, aged 31 to 40, with administrative work and those who had participated more frequently in IWB learning courses. There was no significant difference in cognition and feeling levels. 5.The total scale on the teachers¡¦ intention to use showed a better outcome on the teachers with administrative work and those who had the IWB teaching experience; for decision level, it indicated better for the teachers with administrative work, those who had participated more frequently in IWB learning courses, those who were spontaneous learners, and those who had the IWB teaching experience; for intention level, there was no significant difference. 6.The total scales of the teaching beliefs and of the intention to use showed a remarkable moderate positive correlation.

Interactive touchscreens such as tablet PCs (TPC) and interactive whiteboards (IWB) are becoming more and more common in classrooms around the world. To date, very little research has been conducted on the impact of the new technology on physics education. This systematic literature review aims to investigate research on what impact tablet PCs and interactive whiteboards might have on the education in upper Secondary School. The review was performed in response to the following questions: 1. What is the influence of IWBs and TPCs on students’ active participation in physics education? 2. How can an IWB or TPC improve students’ learning about physics concepts? 3. How can educational research on touchscreen technology help inform effective teaching strategies in physics education? To respond to the questions of the study, relevant research about interactive whiteboards and/or tablet PCs was consulted and analysed. Twelve articles were located, mainly through the ERIC and Scopus databases, but also through Google Scholar. The included articles reported empirical research about physics education with interactive whiteboards or tablet PCs. The results from the articles indicate that interactive touchscreens might help improve learners’ active participation in physics education. Interactive whiteboards can, for example, be used to display interactive simulations during group work, something students are found to appreciate and easily engage in. A tablet PC can be used in the same way, but also allows students to receive anonymous support and feedback from the teacher during class which seems to be beneficial for learning. Results show that it is possible to improve students’ understanding of physics concepts by using interactive whiteboards or tablet PCs. However, further research is required to compare results from students using touch technology and students taught in traditional manner to be able to draw any general conclusions about observed learning effects.

The diploma thesis Teaching English Effectively with an Interactive Whiteboard deals with the phenomenon of interactive whiteboards; their characteristics, installation in schools, possible ways of use and contributions to English lessons. The main aims are to examine the tool from various perspectives, to research the situation of IWBs in the Czech Republic and to provide technical as well as methodological support for teachers of English as a foreign language. The theoretical part summarises facts about interactive whiteboards on the basis of worldwide research and publications, whereas the main body is more teacher-oriented and focuses on the practical aspects of using IWBs at schools. Therefore, it includes a survey, guidelines with many ideas, sample activities created in the software ActiveInspire and accompanied by a detailed commentary, and finally, training for teachers which was organised in Prague. Digital appendices form an inseparable part of the thesis. Key words: interactive whiteboard (IWB), English teaching, methodology, technology, ActivInspire, guidelines

The diploma thesis deals with detailed look at the project Education 21 and so the teaching using new technologies, especially interactive whiteboards and netbooks, in Czech schools. The objective was observation of teaching mathematics, methods of using interactive whiteboards and netbooks in mathematics lessons at secondary schools participating project Education 21. Evaluation and conclusions are based on analyzes of lessons recorded in the academic year 2009/2010 and 2010/2011, which were investigated and further divided into shorter stories in case that interactive whiteboard or netbook was used in some way. I watched purpose and the way of use of interactive whiteboard or netbook in the episodes, then the material which this technology was used with the aid of and who worked with interactive whiteboard. Some episodes can serve as an example of "good" or interesting way of working with the IWB and NTB in mathematics lessons, or they can be an inspiration for other mathematics teachers but also teachers of other subjects. Keywords: interactive whiteboard (IWB), netbook (NTB), interactive textbook - e- books, applet, mathematics, Education 21, smart notebook, videos.

Studies have shown elementary teachers may not be well prepared to use technology in their classrooms. This study examines one elementary teacher’s feelings of technology self-efficacy (TSE), needs and pedagogical strategies when using the interactive whiteboard (IWB) to teach elementary science. It employed a single case study design, where the researcher and participant worked together during supportive professional development (PD) sessions. Data sources are twelve PD sessions, the Computer Technology Integration Survey (adapted for IWB use in the classroom), and two interviews, three in-class observations of IWB science lessons, and three lesson debriefs. Descriptive and thematic analysis show the participant’s TSE was positively influenced by the PD. Five factors were determined to influence TSE: the participant’s level of interest, attitude, experience with technology, student assistance, and familiarity with the setting. Teacher, contextual and IWB- level needs were explained. Pedagogical strategies for technology use based on interactive IWB features are also discussed. Findings could contribute to current trends in teacher PD, continuing education, and preservice teaching programs related to science teaching. / Plusieurs enseignants ne sont pas bien préparés pour utiliser la technologie en classe. En particulier, le tableau blanc interactif (TBI) n’est pas utilisé de façon optimale par les enseignants lorsqu’ils enseignent les sciences et la technologie à l’élémentaire. Cette thèse présente l’étude de cas unique d’une enseignante de l’élémentaire ayant cheminé dans un processus de développement professionnel (DP) pour l’aider à intégrer le TBI en sciences et technologie. Douze sessions de DP, un questionnaire sur l’efficacité avec le TBI (CTIS adapté), deux entrevues, trois sessions d’observation en classe et trois discussions sur les leçons constituent les sources de données. La participante est devenue plus confiante pour utiliser le TBI suite au DP. Elle a rehaussé son sentiment d’autoefficacité et accru son intérêt et sa connaissance du TBI. Elle a acquis des compétences techniques et une connaissance des contenus d’enseignement adaptés au TBI, bien que plusieurs besoins perdurent. Certaines stratégies pédagogiques avec le TBI expérimentées en classe par l’enseignante sont discutées. Cette thèse peut contribuer à fournir des pistes pour aider les enseignants au primaire à mieux intégrer le TBI en sciences et technologie, que ce soit lors de leur formation initiale à l’enseignement ou en cours d’emploi.