Worldwide, people who are unable to study full-time at residential higher education institutions choose distance education as their mode of study. Such students who are mostly employed adults with multiple responsibilities face many challenges in the process. Students majoring in Mathematics often struggle to master the mathematics content of the major modules and therefore have to attempt the examination several times. The UODL at the Potchefstroom campus of the NWU incorporated IWBs as learning technology in order to improve the communication and support to their students. This study aims to determine how scaffolding of mathematics concepts can be facilitated via IWBs in order to enhance the learning experience of teacher-students towards their understanding of the fundamental principles of mathematics. The study is based on the Stoner model for implementing ICT learning technologies and the focus of the study relates specifically to the design integration phase of the Stoner cycle. The population for the study consisted of all OLG teacher-students who were registered for NWPK 512—a mathematics major module within the ACE programme. A group of ten participants attending at the White River centre and a control group of ten participants from another centre were used during the study. The study followed a mixed-method research design and was performed according to a Kirkpatrick evaluation for training programmes which involves evaluation on five different levels, namely reaction, perception whether learning occurred, change in behaviour, results and return on investment. The qualitative data were analysed through ATLAS.ti ™ augmented with descriptive statistical techniques. Descriptive statistical techniques and effect sizes were calculated to analyse the quantitative data. Reliability and validity of the instrument were calculated. Findings of the study indicated that scaffolding of mathematical concepts via IWBs enhanced students’ understanding of the fundamental concepts of mathematics. The group of participants performed significantly better after they have attended the scaffolding IWB sessions. The introduction to and incorporation of scaffolds for learning mathematics over distance can create an environment of effective mathematics education for all teacher-students as well as for the students in their respective classrooms. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Worldwide, people who are unable to study full-time at residential higher education institutions choose distance education as their mode of study. Such students who are mostly employed adults with multiple responsibilities face many challenges in the process. Students majoring in Mathematics often struggle to master the mathematics content of the major modules and therefore have to attempt the examination several times. The UODL at the Potchefstroom campus of the NWU incorporated IWBs as learning technology in order to improve the communication and support to their students. This study aims to determine how scaffolding of mathematics concepts can be facilitated via IWBs in order to enhance the learning experience of teacher-students towards their understanding of the fundamental principles of mathematics. The study is based on the Stoner model for implementing ICT learning technologies and the focus of the study relates specifically to the design integration phase of the Stoner cycle. The population for the study consisted of all OLG teacher-students who were registered for NWPK 512—a mathematics major module within the ACE programme. A group of ten participants attending at the White River centre and a control group of ten participants from another centre were used during the study. The study followed a mixed-method research design and was performed according to a Kirkpatrick evaluation for training programmes which involves evaluation on five different levels, namely reaction, perception whether learning occurred, change in behaviour, results and return on investment. The qualitative data were analysed through ATLAS.ti ™ augmented with descriptive statistical techniques. Descriptive statistical techniques and effect sizes were calculated to analyse the quantitative data. Reliability and validity of the instrument were calculated. Findings of the study indicated that scaffolding of mathematical concepts via IWBs enhanced students’ understanding of the fundamental concepts of mathematics. The group of participants performed significantly better after they have attended the scaffolding IWB sessions. The introduction to and incorporation of scaffolds for learning mathematics over distance can create an environment of effective mathematics education for all teacher-students as well as for the students in their respective classrooms. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

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 purpose of this document is to design and record a Kindergarten visual arts unit using the Activboard to determine how student achievement, motivation, and interest are impacted. Methods of data collection include both observational recording and student interviews. The Activboard facilitates a highly interactive study of the art curriculum and data collected throughout the unit indicates a positive impact on student achievement, motivation, and interest.

Studien har  undersökt matematiklärare på gymnasiet och deras erfarenheter från att använda interaktiva skrivtavlor (Smartboard, Activboard & Teamboard). Åtta lärare har blivit intervjuade i en kvalitativ undersökning med fenomenografiskt fokus. Det blir idag allt mer populärt med interaktiva skrivtavlor i svenska skolor. Många skolor har valt att satsa mycket pengar på att installera interaktiva skrivtavlor, trots att det råder delade meningar om huruvida det finns något samband mellan tavlorna och förhöjda elevprestationer. Skolan har under många år haft en hög förväntan på IT. Trots att flera av de undersökta lärarna i studien är positiva så finns det också många negativa erfarenheter att ta lärdom av. Inte minst ifrågasätts hur man infört tekniken på de olika skolorna och vilka intressen som ligger bakom. I studien kan du läsa om goda användningsexempel i matematikundervisningen. Du kan också ta del av de begränsningar som lärare upplever att tavlan har då den används i matematiken. Lärare diskuterar bland annat följande teman; förberedelse, spara och publicera, motivation och skriv- och rithjälp.

The purpose of this study was to explore students' and teachers' experiences of the new pedagogical teaching tool, interactive whiteboard, which have gained increased popularity and wide spread usage in the classrooms. An observation during a mathematical lecture was conducted as a pilot study prior to the main research method of phenomenology; based on students’ self-descriptions and interviews with two teachers, this methodological approach was used to investigate the subject matter. The interpretation, comparison and analysis of the results surrounding this new teaching method is explained by two theories, constructivism and socio-cultural perspective. The information shared by the students and teachers have been broken down into four categories: enjoyment & interest, practical, insight and no different. Students felt that enjoying and interesting lectures strengthened their knowledge, a statement also confirmed by the teachers. The data also showed that the interactive whiteboard, highly favored among students, has a positive effect on the learning outcomes, however, it seem to be limited to the pedagogical practices adopted by the teachers.

Acompanha: Unidades didáticas: A cinemática do atletismo; A física do paraquedismo, p. 74 / Esta dissertação estuda o uso da lousa digital interativa no ensino de Física do Ensino Médio, especialmente através do curso de formação para professores de Física da rede pública estadual da região Norte do Paraná. No início desta investigação, 36 professores atuantes no ensino de Física na Educação Básica responderam a um questionário inicial composto de dez perguntas. A maioria dos professores entrevistados manifestou interesse em participar de um curso de formação continuada – que se destinava a promover a inserção da lousa digital nas aulas de Física –, por se sentirem inseguros para trabalhar com essa ferramenta didática. Após a análise do questionário inicial, um grupo de 28 professores de Física participou de um curso de formação continuada sobre o uso da lousa digital interativa envolvendo a aplicação de um produto educacional, que consistiu em duas Unidades Didáticas de Física elaboradas para professores que trabalham com alunos do 1º ano do Ensino Médio. Após o curso de formação, os professores responderam a um questionário final, cuja análise levou a três categorias, à semelhança com a análise realizada em um estudo de Glover e Miller (2002), em escolas do Reino Unido. Foram revelados três perfis dos docentes frente ao uso da lousa digital interativa: os interessados, os parcialmente interessados e os docentes pouco interessados. Seis meses depois, foi feita uma única e última pergunta aos professores, sobre o uso efetivo da lousa digital em sala de aula, e os resultados corroboram as análises feitas anteriormente, reforçando a classificação em três categorias. / This dissertation studies the use of the interactive whiteboard in the teaching of Physics in Secondary Education, especially through a Physics teacher-training course on the State schooling network of northern Paraná. In the beginning of this research, thirty-six active teachers of Physics in Basic Education answered an initial survey that consisted of ten questions. Most of the teachers surveyed expressed interest in being part of a continuing education course – that aimed to promote the use of the interactive whiteboard in Physics classes –, due to their lack of confidence to work with such didactic tool. After an examination of the initial survey, a group of twenty-eight Physics teachers attended a continuing education course about the use of the interactive whiteboard concerning the implementation of an educational product, which consisted of two Didactic Units of Physics designed for teachers who work with students on the first year of Secondary School. After the training course, the teachers answered a final survey that resulted in three categories after analysis, resembling the scrutiny from a study conducted by Glover and Miller (2002) in schools from the United Kingdom. Three teacher profiles were unveiled about the use of the interactive whiteboard: the interested ones, the partially interested ones, and the ones lacking interest. Six months later, one question only was asked to the teachers about the effective use of the interactive whiteboard in classrooms, and the results validate the analyses previously done, reinforcing the ranking in three categories.

Submitted by Rodolfo Fernandes Esteves (luz_das_nacoes@hotmail.com) on 2018-10-17T15:21:08Z No. of bitstreams: 1 TESE DE DOUTORADO - RODOLFO FERNANDES ESTEVES - POLÍTICAS PÚBLICAS PARA IMPLEMENTAÇÃO TECNOLÓGICA NA EDUCAÇÃO ESCOLAR.pdf: 1448450 bytes, checksum: 617568ec23e964b85bb9224282844648 (MD5) / Rejected by Aline Aparecida Matias null (alinematias@fclar.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: 1) Excluir a página em branco que aparece antes do sumário. 2) Numeração das páginas: as páginas pré-textuais devem ser contadas, com exceção da capa e da ficha catalográfica, mas a numeração deverá aparecer somente a partir da primeira página textual, que no seu caso é a Introdução, que será a página 14. 3) Sumário: após a renumeração das páginas será preciso refazer o sumário para que ele reproduza fielmente a paginação do trabalho. ATENÇÃO: Será preciso também refazer as listas de figuras, quadros e tabelas baseado na nova numeração ao trabalho. Agradecemos a compreensão. on 2018-10-17T15:53:55Z (GMT) / Submitted by Rodolfo Fernandes Esteves (luz_das_nacoes@hotmail.com) on 2018-10-17T17:23:25Z No. of bitstreams: 1 TESE DE DOUTORADO - RODOLFO FERNANDES ESTEVES - POLÍTICAS PÚBLICAS PARA IMPLEMENTAÇÃO TECNOLÓGICA NA EDUCAÇÃO ESCOLAR.pdf: 1448555 bytes, checksum: cedb165827c712e30eafe5598d706db6 (MD5) / Approved for entry into archive by Aline Aparecida Matias null (alinematias@fclar.unesp.br) on 2018-10-17T20:26:10Z (GMT) No. of bitstreams: 1 esteves_rf_dr_arafcl.pdf: 1448555 bytes, checksum: cedb165827c712e30eafe5598d706db6 (MD5) / Made available in DSpace on 2018-10-17T20:26:10Z (GMT). No. of bitstreams: 1 esteves_rf_dr_arafcl.pdf: 1448555 bytes, checksum: cedb165827c712e30eafe5598d706db6 (MD5) Previous issue date: 2018-08-31 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / A tese apresenta evidências de que a implementação da Lousa Digital Interativa (LDI) em escolas da rede municipal de ensino em Araraquara não foi acompanhada de uma política pública que garantisse condições pedagógicas adequadas para sua utilização no processo de ensino e aprendizagem. Essas evidências decorrem de uma pesquisa-ação conduzida em parceria com professoras e coordenação ao longo de três anos, com o uso de Objetos de Aprendizagem (OA) e outros recursos. Foram explorados conceitos, teorias, relatórios e outros instrumentos analíticos oriundos das ciências sociais e da educação, com foco especial nas políticas públicas. Os resultados permitem supor que faltou, no caso estudado, um programa efetivo de formação de professores, uma oferta de OA selecionados de acordo com os conteúdos tratados em sala de aula, infraestrutura de conexão adequada nas escolas, entre outros recursos necessários. Para mitigar, propõe-se: dar foco ao uso das LDI nas séries iniciais do ensino fundamental, desenvolver um repositório de OA próprio, corrigir os problemas técnicos quanto ao funcionamento da internet da rede municipal de ensino seja com a ampliação das redes wi-fi ou com implementação de redes cabeadas, melhorar o suporte técnico quanto a manutenção das LDI e outras TIC, promover cursos de formação continuada para uso das TIC, buscando não apenas desenvolver as capacidades das professoras quanto ao uso diário das tecnologias, mas, principalmente, para o desenvolvimento de métodos e práticas de ensino específicos, entre outras coisas. / The thesis presents evidence that the implementation of the Interactive Whiteboard (IWB) in schools of the municipal school network in Araraquara was not accompanied by a public policy that guaranteed adequate pedagogical conditions for its use in the teaching and learning process. Such evidence derives from action research conducted in partnership with teachers and coordination over three years using Learning Objects (LO) and other resources. Concepts, theories, reports and other analytical tools from the social sciences and education were explored, focusing especially on public policies. The results suggest that, in the case studied, there was a lack of effective teacher training program, offer of LOs selected according to classroom content, adequate connection infrastructure in schools, and other necessary resources. To mitigate, it is proposed: to focus on the use of IWB in the initial grades of elementary education, to develop a repository of LO itself, to correct technical problems regarding the functioning of the internet of the municipal school network, either with the expansion of wi-fi networks or with the implementation of wired networks, to improve technical support for the maintenance of IWB and other ICT, to promote continuing education courses for the use of ICT, seeking not only to develop the teachers' capacities regarding the daily use of technologies, but mainly for the development of methods and practices of teaching, among other things. / FAPESP: 2014/25460-7

The goal of this master's theses is to create interactive educational package for teaching physics at primary schools. Next part of the thesis will be creating new interactive materials for teaching "Acoustic" and then testing the materials in their compatibility/usability part and test it in real teaching.

In my thesis I deal with quadratic equation, inequality and quadratic function and their teaching with using computer and interactive whiteboard. The thesis is devided into two parts, theoretical one and practical one. In the theoretical part I deal with motivation to learning, constructivism, rating the teaching materials and interactivity in the school surrounding. I state my conclusions from lessons, where I used the prepaired worksheets with secondary vocational school students. The practical part includes my own created worksheets for teaching with interactive whiteboard and their use in teaching on a secondary vocational school.