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Effects of interactive whiteboards and learning styles on MCT2 math scoresDavis, Ashley DeShannon 11 December 2009 (has links)
Student achievement and the incorporation of technology into the classroom have become a focus for schools all across the United States. In spite of emphasis on reading, writing, and arithmetic, standardized test scores indicate that US students‟ understanding of math is insufficient. In an effort to identify a means of solving the problem of low achievement levels in math, Interactive Whiteboards (IWB) as a learning tool in eighth grade math classes at Clarkdale Attendance Center was evaluated for its effectiveness. Additionally, the impact of differentiated learning styles on Mississippi Curriculum Test 2 (MCT2) math scores was analyzed. With todays generation of students being so technology oriented, it seems only fitting that teachers continue to find different technological ways to meet the needs of all learners, in order for them to achieve academically. The reasons for this research include: (a) determining if the implementation of IWB help increase student achievement in eighth grade math at Clarkdale Attendance Center, and (b) determining if IWB meet the needs of all individual learning styles. Not concurring with IWB literature, data obtained through this study indicated that IWB had no significant difference in eighth grade MCT2 mathematics test scores between students who were instructed using IWB technology and those who were not instructed with IWB technology, and that IWB had no significant effect of learning styles on students‟ eighth-grade MCT2 mathematics test scores adjusting for the effect of students‟ seventh-grade MCT mathematics test scores. Future research which replicates this study could be conducted with various other grades, school districts, and states to determine if the results of this study are consistent with findings related to it.
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An assessment of interactive white boards in Lancaster Community SchoolsBridge, Howard David. January 2009 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
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Increasing participation of students with special needs with an interactiver whiteboard a grant proposal /Anderson, Kristin A. January 2008 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.
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Implications for Integrating the Interactive Whiteboard and Professional Development to Expand Mathematics Teachers TPACK in an Urban Middle SchoolYoung, Jamaal Rashad 2011 August 1900 (has links)
The Federal Government is dedicated to improving student achievement through technology. This dedication is most apparent in the area of federal spending. One explanation for the lack of results in student achievement is that teachers need appropriate training to effectively teach with technology.
This study integrates the interactive whiteboard and professional development in order to develop middle school mathematics teachers' Technological Pedagogical Content knowledge (TPACK) in an urban school. Teacher TPACK is measured on a modified version of Survey of Teacher Knowledge to Teach with Technology. Student achievement is measured on the Texas Assessment of Knowledge and Skills (TAKS), a standardized mathematics assessment. Teachers in this study receive three weeks of professional development during their team planning periods to help them integrate the Interactive Whiteboard (IWB) into their mathematics instruction. Mean difference effect sizes are used to measure teacher gain in TPACK. Student achievement scores before and after the professional development are analyzed by Multi-way ANOVA after propensity scores are used to match participant students to a separate group of control students for comparison. The results indicate that the professional development increased teacher TPACK and that student achievement is differentiated across ethnicities. Implications for the technology professional development design and IWB integration in urban settings are provided.
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Large-scale display interaction techniques to support face-to-face collaboration : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Science in Computer Science in the University of Canterbury /Thompson, David January 2006 (has links)
Thesis (M. Sc.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references (leaves [120]-127). Also available via the World Wide Web.
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Improving student engagement use of the interactive whiteboard as an instructional tool to improve engagement and behavior in the junior high school classroom/Morgan, Georgia Lyn. January 2008 (has links)
Thesis (Ed.D.)--Liberty University School of Education, 2008. / Includes bibliographical references.
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Infusing technology and algebra grant proposalYeakey, Janelle. January 2009 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
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A case study : how young children and teachers use an interactive whiteboard in a New Zealand kindergarten setting for visual art learning experiences : a four paper thesis submitted to the Victoria University of Wellington College of Education in partial fulfilment of the requirements for the degree of Master of Education /Terreni, Lisa. January 2009 (has links)
Thesis (M.Ed.)--Victoria University of Wellington, 2009. / Includes bibliographical references.
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Die gebruik van die interaktiewe witbord in geskiedenisonderrig : 'n gevallestudieLoock, Hougaard 04 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The current era is characterised by the rapid development in the field of technology.
One of the fields in which technology is making great strides is education. This study
focused specifically on the use of the interactive whiteboard in the teaching of history.
South Africa’s educational system has undergone many changes over the past
decades. One of the biggest changes has involved the use and application of
information and communication technology in schools. There has been a move from the
traditional method of teaching (the use of the traditional blackboard) to the use of the
interactive whiteboard. The swift change in pedagogy has been ascribed to the growing
use of information and communication technology in classrooms and the worldwide
informational and communicational era in which we live. Like other countries, South
Africa has also made certain changes to be in line with the rest of world. South Africa’s
development in the use of the interactive whiteboard is still very limited and, as its
counterparts, it has its own specific challenges.
Research has shown that new opportunities and possibilities for teachers of history
have arisen through the use of the interactive whiteboard and that they need to be
exploited. Against this background, the following research question was formulated:
What are the innovation possibilities in the use of the interactive whiteboard in the
teaching of history?
The purpose of this qualitative study was to analyse, describe and explain the
experiences of five history teachers who were working with an interactive whiteboard in
their classrooms. The study was conducted within an interpretive paradigm which
guided the qualitative research design. A multiple case study was used within the
qualitative research design. Data were generated by means of semi-structured
individual interviews. The interview data were transcribed and analysed.
The findings show that the use of the interactive whiteboard has many advantages for
learning and teaching. Learners are now stimulated visually, perceptually,
kinesthetically and auditorily. The different interactions allow the learners to be stimulated in more than one way at a time. The interactions can be pedagogical,
physical, conceptual, technical or dialogical.
The findings also shown that, traditionally, too much emphasis was placed on the
source-based approach and the analysis of historical sources. It is no longer sufficient
for a history teacher to teach learners just one historical skill. There should be deliberate
attempts to teach learners to acquire all the historical skills.
It is essential for schools to emphasise the integration, the implementation strategy and
the maintenance of the interactive whiteboard. Moreover, it is essential for teachers to
be trained in the use of this educational tool, and regular opportunities must be given for
training. Teachers must first learn the basic computer skills before an interactive
whiteboard is installed in the classroom. The user’s outlook will determine how
effectively and successfully the interactive whiteboard will be used in the classroom. / AFRIKAANSE OPSOMMING: Die huidige era word gekenmerk deur die snelle ontwikkeling van nuwe tegnologie. In
die onderwys is een van hierdie ontwikkelinge die gebruik van die interaktiewe witbord.
In hierdie studie het die kollig geval op die aanwending van die interaktiewe witbord in
geskiedenisonderrig.
Die Suid-Afrikaanse onderwysstelsel het oor die afgelope dekades verskeie
veranderinge beleef. Een van die grootste veranderinge was ten opsigte van die
benutting en aanwending van inligting- en kommunikasietegnologie in skole. Daar is
van die tradisionele manier van onderrig (gebruik van die gewone skryfbord) na die
gebruik van die interaktiewe witbord beweeg. Die rede vir hierdie skuif in die
pedagogiek is die groeiende gebruik van inligting- en kommunikasietegnologie in die
klaskamers en die wêreldwye snelle toename in die gebruik van inligtingstegnologie op
alle terreine. Soos die meeste lande het Suid-Afrika ook die skuif gemaak om in pas te
kom met die res van die wêreld ten opsigte van die gebruik van die interaktiewe witbord.
In Suid-Afrika is die ontwikkeling van die interaktiewe witbord nog redelik beperk en
soos die ander lande het Suid-Afrika ook sy unieke uitdagings en probleme.
Navorsing het getoon dat die interaktiewe witbord nuwe geleenthede en moontlikhede
vir die geskiedenisonderwyser na vore bring wat behoorlik ontgin moet word, met die
gevolg dat die volgende navorsingsvraag omstaan het: Wat die innovasiemoontlikhede
ten opsigte van die interaktiewe witbord in geskiedenisonderrig?
Die doel van hierdie interpretatiewe navorsing was om vyf geskiedenisonderwysers wat
tans met ’n interaktiewe witbord werk se ervarings te beskryf en te verduidelik. Die
studie is gedoen vanuit die interpretatiewe paradigma wat die kwalitatiewe
navorsingsontwerp gerig het. Binne die kwalitatiewe navorsingsontwerp is ’n
meervoudige gevallestudie gebruik omdat meer as een geval ondersoek is. Data is deur
middel van semi-gestruktureerde individuele onderhoude gegenereer. Die
onderhoudsdata is getranskribeer en verwerk.
Stellenbosch University https://scholar.sun.ac.za
iv
Bevindinge het getoon dat die interaktiewe witbord baie voordele vir leer en onderrig
inhou en dat die leerders nou visueel, perseptueel, kinesteties en ouditief gestimuleer
word. Hierdie voordele is te danke aan die verskillende interaksies wat die leerders met
die interaktiewe witbord het. Daar vind nou pedagogiese, fisiese, konseptuele, tegniese
en dialogiese interaksies plaas.
Verder is daar bevind dat daar tradisioneel te veel klem op die brongebaseerde
benadering en die analisering van historiese bronne geplaas is. Dit is vandag nie meer
vir ʼn geskiedenisonderwyser voldoende om vir leerders net enkele
geskiedenisvaardighede aan te leer nie. Daar moet dus doelgerigte pogings aangewend
word om vir die leerders al die vereiste historiese vaardighede aan te leer.
Dit is duidelik dat skole voortaan baie groot klem op die integrasie,
implementeringstrategieë en instandhouding van die interaktiewe witbord moet lê.
Daarbenewens is die opleiding van die onderwysers van kardinale belang en gereelde
geleenthede vir opleiding moet geskep word. Onderwysers moet ook eers oor die
basiese rekenaarvaardighede beskik voordat die interaktiewe witbord by ’n skool
geïnstalleer word. Die effektiwiteit van die interaktiewe witbord en hoe suksesvol dit in
die onderrig gebruik word, sal grootliks deur die ingesteldheid van die verbruiker
daarvan bepaal word.
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Preservice Teachers' Beliefs about the Nature of Mathematics and Effective Use of Information and Communication TechnologyBeaudette, SEAN 05 July 2012 (has links)
The purpose of this mixed methods study was to document and examine the beliefs held by preservice elementary teachers prior to entering a teacher education program concerning the nature of mathematics and their perceptions about the effective use of information and communication technology (ICT) for mathematics instruction. Through an online questionnaire (N=132) followed by interviews of purposefully selected respondents (n=8), the following questions were addressed: (1) What beliefs do preservice elementary mathematics teachers hold upon entering teacher education programs regarding the nature of mathematics? (2) What beliefs do preservice elementary mathematics teachers hold upon entering teacher education programs about how ICT should be used in the classroom? and (3) How do preservice elementary mathematics teachers’ beliefs about the nature of mathematics relate to their views about the use of ICT in teaching mathematics?
Video-elicitation was used in the interviews to determine how respondents perceived various uses of interactive whiteboards. Respondents were grouped based on their beliefs about the nature of mathematics and their reactions to the videos that they were shown. It was discovered that interview respondents who held contrasting views about the nature of mathematics also held differing beliefs about teaching and learning as well as the benefits of ICT. Respondents who saw mathematics as a set of fixed naturally occurring rules, an Absolutist view, favoured teacher directed use of ICT to support the transmission of knowledge. On the other hand, those who viewed mathematics as a human construct, a Fallibilist image, were more in favour of ICT use to support student mathematics investigation and talk. The existence of a potential hidden curriculum was also discovered. Although all interview participants were shown the same videos, respondents in the two groups perceived roles of the teacher and students in the videos that were aligned with their beliefs about the nature of mathematics and teaching and learning. / Thesis (Master, Education) -- Queen's University, 2012-06-29 13:00:17.205
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