Colleges and universities have started to recognize the benefits of shifting from a professor-centered instructional paradigm that focuses on the dissemination of information to the learner to a student-centered paradigm. This latter paradigm is designed to provide an environment that enables the student to personalize, analyze, synthesize, and apply the information learned both inside and outside the classroom. Few would argue that such a paradigm shift would be best supported with the provision of a cost-effective, digitally interactive textbook that supports this type of personalized student-centered learning anywhere, anytime. Additionally, an Internet-based textbook would give the student more control of when, what, and how much he/she learns allowing for a potentially deeper exploration of content. This quantitative study was conducted to ascertain if the use of an instructionally designed, interactive college nutrition textbook (iTextbook) with embedded links to digitally-rich supporting graphics, videos, figures, and self-assessments would significantly improve students’ knowledge acquisition and application of the information as compared to the use of an identical print textbook and a static electronic textbook (eTextbook) in a Portable Digital Format (PDF). This study also looked at the time-on-task for reading the textbook content in each of the three formats. Lastly, this study assessed if students would prefer this type of instructionally designed, digitally-rich iTextbook format rather than reading the same information in a print textbook or a PDF eTextbook. The results of the study alluded that while there was a trend for a higher mean exam score measuring knowledge acquisition and application of the information read in the iTextbook group and a lower mean exam score in the eTextbook group, the scores among the three formats were not significantly different. The time-on-task spent by each group reading the textbook content was also similar among the three formats. However, the students reading the eTextbook spent a significantly longer amount of time reading the eTextbook compared to the iTextbook yet obtained the lowest average exam score among the three groups. In response to a final questionnaire, students significantly preferred the iTextbook rather than the print or eTextbook formats. College students reading a textbook in an iTextbook format obtained similar exam scores as those reading the same content in a print or eTextbook format. Compared to the iTextbook, the time-on-task was not only longer for those reading the eTextbook format but this format also produced a lower exam score measuring knowledge acquisition and application. The iTextbook format was more favorably received by college students than the print or eTextbooks formats.

Over the past decade, technology has become a prominent feature in our lives. Technology has not only been integrated into our lives, but into the classroom as well. Teachers have been provided with a tremendous amount of technology related tools to educate their students. However, many of these technologically enhanced tools have little to no research supporting their claims to enhance learning. This study focuses on one aspect of technology, the iBook, to complete homework relating to fractions, decimals, and percents in a sixth grade classroom. An iBook is a digital textbook that allows the user to interact with the book through various features. Some of these features include galleries, videos, review quizzes, and links to websites. These interactive features have the potential to enhance comprehension through interactivity and increased motivation. Prior to this study, two pilot iterations were conducted. During each pilot study, students in two sixth grade classrooms used the iBook to supplement learning of fractions, decimals, and percents. A comparison group was not included during either iteration, as the goal was to fine-tune the study prior to implementation. The current study was the third iteration, which included a comparison and treatment group. During this study, three research questions were considered: 1) When learning fractions, decimals, and percents, in what ways, if any, do students achieve differently on a unit test when using an interactive iBook for homework as compared to students who have access to the same homework questions in an online static PDF format? 2) What are students' perceptions of completing homework regarding fractions, decimals, and percents with an interactive iBook compared to students who complete homework in an online static PDF format? 3) In what ways does students' achievement on homework differ when completing homework related to fractions, decimals, and percents from an interactive iBook and a static PDF online assignment? Thirty students from a small charter school in southeast Florida participated in the third iteration of this study. Fifteen students were in the comparison group and fifteen were in the treatment group. Students in both groups received comparable classroom instruction, which was determined through audio recordings and similar lesson plans. Treatment group students were provided with a copy of the iBook for homework. Comparison group students were provided with a set of questions identical to the iBook questions in a static digital PDF format. The comparison group students also had access to the textbook, but not the iBook nor the additional resources available within the iBook. The study took place over three weeks. At the commencement of the study, all students were given a pretest to determine their prior knowledge of fractions, decimals, and percents. Students were also asked to respond to questions regarding typical homework duration, level of difficulty, overall experience, and additional resources used for support. During the study, both classes received comparable instruction, which included mini lessons, manipulative based activities, mini quizzes, and group activities. Nightly homework was assigned to each group. At the conclusion of the study, both groups were given a posttest, which was identical to the pretest. Students were asked identical questions about their homework perceptions as prior to the study, but were asked to respond in regards to the study alone. All participating students completed a questionnaire to describe their perceptions of completing homework regarding fractions, decimals, and percents with an iBook as opposed to static digital PDF homework. Lastly, six students from the comparison group participated in a focus group and six students from the treatment group participated in a separate focus group. Data were collected from the pretest and posttest, pre and post homework responses, collected homework, mini quizzes, audio recordings, teacher journal, questionnaires, and the focus group. No difference in achievement was found between the two groups. However, both groups improved significantly from the pretest to posttest. Based on the questionnaires and focus groups, both groups of students felt they learned fractions, decimals, and percents effectively. However, the questionnaire data showed the treatment group found the iBook more convenient than the comparison group did the textbook. Data from this study provide a baseline for future studies regarding iBooks in middle school mathematics. Although the data show no difference in achievement between the two groups, further studies should be conducted in regards to the iBook. Questionnaire and focus group data suggest, with modifications, students may be more inclined to use the resources within the iBook, which may enhance achievement with fractions, decimals, and percents.

In the introductory part of the dissertation I deal with mathematics for the first classes of elementary schools and applicability for computers in education. The main part contains the methodical manual which helps teachers with orientation in the interactive textbook that I wrote and which describes the work with particular exercises. The next part is aimed for material verification in practice. In conclusion I evaluate results and analyze observations from the experiment.

In my thesis I deal with the interactive textbook for teaching of functions at elementary schools I have created. In the first part of my work I mention the concept of a textbook, modern textbook, interactive textbook. The main part of my thesis focuses on the description of the manual for the interactive teaching. In the manual the environment of the textbook, its application and individual examples are set out. Further, the educational experiment which was carried out at a selected school is described. The final part is dedicated to the evaluation of the questionnaires and stating of the results of the tuition.

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TITLE: Use of illustration in Russian language teaching. ABSTRACT: The aim of the thesis is the illustration, using the principle of clarity in the teaching of foreign languages and an analysis of interactive textbook for Russian Raduga po-novomu 1 in comparison with its printed form. The basis of the work creates the monitoring of progress of the concept of clarity, the using of visual aids and different teaching methods from J. A. Comenius to the present, when we have a modern education technique at the disposal, which allows the application of the principle of illustration in all its forms. The survey questionnaire form is designed to measure the level of popularity of modern teaching techniques for visual teaching. KEYWORDS: Illustration, principle of clarity, visual teaching, teaching method, motivation, interactive teaching, interactive board, interactive textbook.

In my thesis I am concerned with compiled interactive textbook designed for first-year primary school pupils. This textbook focuses on counting with transfer over 5 and 10 with the use of interactive white board and abacuses. In the introductory part of my work I describe the knowledge pupils have when they start their first school year and I deal with Mathematics at the beginning of the first year, abacuses, interactive white boards, textbook and interactive textbook. The main part applies to interactive textbook manual in which I describe the environment, control and particular examples. I also refer to lessons that have been taught at two primary schools. The conclusion consists of a feed-back obtained from teachers in the form of a questionnaire, my self-assessment, and evaluation of taught lessons and their effect on the basis of worksheets.

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.