本研究旨在觀察了解利用電子白板融入英文教學，輔以學習者為中心的教學理念讓國中九年級的學生利用合作學習的機會來完成演示任務的過程。本研究方法採質性研究，採用兩班共選四組十六名九年級學生做為觀察對象，利用課堂觀察，訪談，及教師反思日誌，著重在觀察老師、學生與電子白板三者之間的互動過程，學生學習態度以及老師對於自己教學方式的省思。 經由本研究發現學生能接受新的電子白板教學方式，電子白板的多媒體教材能吸引較低成就學生的學習興趣，進而增加其跟電子白板互動的意願。學生剛開始不能適應學習者為中心的教學法，在團隊合作方面通常都以組長為中心擔負過多工作，有責任分配不均的問題。部分學生只被動地接受組長分派工作，甚至有學生完全沒有參與。進一步分析後發現學生因缺乏相關合作經驗、指導與長期競爭的升學壓力下，在過程中對於此計畫有諸多抱怨，認為本計畫壓縮他們學習時間進而影響之後的升學考試；但是在經過幾次成功完成演示任務後，學生開始產生信心而改變對此教學法的態度。因此雖然電子白板有其缺點，但學生仍對於電子白板融入教學活動保持正面態度。 以研究者同時為教學者的角度而言，有了電子白板教師能方便提供貼近生活的補充教材，設計文法互動遊戲，刺激學生學習意願。然而電子白板也有其缺點，包括尺寸限制、反光、燈光昏暗導致學生上課精神不佳等問題。更重要的是，實施學習者為中心的電子白板教學為身為教師的一大挑戰，教師要轉換身分為學生學習的輔助者、適應並開發電子白板的教學軟體、承受學生們質疑此項計畫的聲音並且在不拖累教學進度下實行本研究，這些在在都成為教師的壓力來源。然而在看到學生的進步及態度的轉變，再加上觀察者的鼓勵及其對於電子白板的教學也產生興趣後，教師也發現電子白板所帶來的改變及其效益而有所改觀。透過本研究同時也發現教師需要更多的資源與協助來完成電子白板的教學。最後，研究者提出相關的建議以作為未來電子白板教學研究的參考。 / The purpose of the study was to investigate the process of utilizing the Interactive Whiteboard (IWB) and the learner-centered instruction and having four groups of sixteen 9th graders, who belonged to two classes, cooperated to accomplish presentation tasks. Grounded in qualitative inquiry, the study used classroom observation, group interviews, and the teacher’s log as the data for analysis. Focusing on the process of interaction between the students and the IWB, the students’ attitudes, and the teachers’ own reflections after implementing the IWB plan. It was found that the students accepted the new IWB instructional plan because of its multimedia teaching material, which facilitated some low achievers’ interests making them willing to interact with the IWB. As for the students’ performances, the researcher found that the students were not used to the learner-centered instruction. The group leaders were usually responsible for the majority of works and caused an unfair share of works among group members. Some students stayed passive and only received the work from their group leaders, and some did not involve in the group activities and presentations at all. After further investigation, it was found that the students were lack of experience and teacher’s guidance. Furthermore, they were long under the competitive educational culture. They thought that doing such cooperative tasks would take up their study time and further affect the effort they make for the high school entrance examination, so they had a lot of complaints during the plan. However, after several times of accomplishing the presentation tasks together, the students started to gain confidence and change their attitudes. Although there were some drawbacks, the students eventually held positive attitudes toward the IWB instructional plan. From the teacher/researcher’s point of view, with the IWB, the teacher could also provide the students with some authentic materials and design some grammar games for the students to learn. However, there were still some disadvantages of the tool, including size limitation, sun reflection, and the dark light which made the students feel sleepy. Most importantly, it was a great challenge for the teacher/researcher to implement the plan. The teacher had to first change her role from a dominator to a facilitator, adjust the program and develop some games from the IWB, implement the plan under the pressure of the students’ complaints while following the school-required teaching schedule in the meantime. Seeing the progress of the students’ performances and their change of attitudes, together with the encouragement of two observers and the other English teachers’ interests in the plan, the teacher/researcher changed her attitudes toward the plan as well. The results of the study suggest that more resources and supports are needed for teachers to achieve the IWB plan. Finally, other suggestions for the IWB instructional plan are provided for further studies.

The main aim of my thesis is to create a suggestion of my own teaching materials for teaching the topic "The Earth in Space" in the context of geography on the 2nd stage of Primary schools which includes not only workbook for students but also a methodological guide for teachers and additional outputs usable for an interactive whiteboard. The teaching text itself corresponds to the principles defined in the current educational documents. The theoretical part evaluates the significance and status of the material in the curriculum in the context of the Framework Educational Programme for Elementary Education and the school educational programmes of schools monitored. The next chapter is devoted to the didactic analysis of current educational textbooks and workbooks for the 2nd stage of Primary schools which includes the subject matter. The thesis also contains an overview of selected modern elements in the teaching of geography.

The thesis deals with the comparison of physics textbooks for primary schools. The purpose of this thesis is to determine the representation of individual sets of textbooks in primary schools in the South Bohemian Region, to develop and test custom teaching concepts revolving around thematic unit of 'Simple Machines'. This work is addressed primarily to teachers as a tool to enhance teaching effectiveness, to support the imagination and to increase interest in physics among pupils. These are the reasons why thematic unit, called Simple Machines, has been developed in form of interactive presentation, whose contribution and efficiency has been practically verified directly during physics classes in few selected primary schools. Benefits have been verified through accredited didactic tests and their evaluation and results are processed at the end of this thesis.

The main object of my final work is creating worksheets for teaching mathematics unit {\clqq}The basics of statistics{\crqq} using the interactive whiteboard and a computer and to find out how interactive teaching helps in the comprehensive educational process. The work is divided into three parts. In the first part I occupy myself with motivation theory and various stimulating teaching methods, especially with the design method. In the second part I analysed the current state of use computers and interactive whiteboards in teaching mathematics. The third practical part is consists of worksheets for the interactive whiteboard, that I created and the project. Then I occupy myself with application worksheets in teaching pupils in the second year of the secondary vocational school and I compare it with classic teaching. In conclusion I gave results and pieces of knowledge that I acquired during this teaching.

Notre travail de thèse porte sur les usages du tableau numérique interactif (TNI) en milieu scolaire. Nous étudions plus particulièrement les effets cognitifs des trois potentiels pédagogiques du TNI sur l’enseignement-apprentissage d’une discipline scolaire au cycle III de l’école primaire en France. L’étude est conduite en classes de CM1 et de CM2 et porte sur l’enseignement-apprentissage de la notion de fraction. La relation entre l’utilisation du TNI et les effets de ces usages sur l’apprentissage des élèves apparait complexe et soulève beaucoup de questions. Cette complexité provient avant tout de la pluralité des facteurs participant plus ou moins au processus d’enseignement et d’apprentissage. Pour mieux appréhender cette problématique, notre recherche s’est centrée sur l’influence des trois thématiques du TNI : 1. L’interactivité technico-pédagogique supportée par l’usage du TNI ; 2. Les modalités et l’ergonomie de travail impliqué par l’usage du TNI ; 3. Les supports multimodaux visuels et manipulables utilisé sur cet instrument numérique.Cette étude s’appuie sur des éléments théoriques mis en oeuvre dans les recherches dans les domaines de la pédagogie et des didactiques disciplinaires permettant de traiter cette problématique. Nous avons porté notre réflexion, dans un premier temps, sur la notion de médiation en nous appuyant sur l’approche instrumentale selon Rabardel (1995). Les tâches réalisées en classe se font dans un cadre collectif. Nous les analysons, dans un deuxième temps, selon la théorie de l’activité d’Engeström (1987). Nous nous inspirons, enfin, des travaux de Piaget (1948) afin de comprendre le développement et la construction de la notion de fraction chez l’enfant. En outre, dans cette recherche, le TNI n’est pas un instrument isolé des autres éléments existant en classe mais il est un dispositif techno-sémio-pragmatique (Peraya, 1999). De ce point de vue, le TNI réunit trois entités : la technique, la sémiotique et le social. Le TNI est donc vu comme l’ensemble des interactions entre ces trois domaines : technologique, technosocial et système de représentations de l’ordre du sémiocognitif. Les trois champs d’investigation du TNI ont été menés auprès d’un échantillon composé d’élèves et d’enseignants du département du Rhône et Lyon intra-muros à travers des questionnaires, des observations directes sur le terrain, des entretiens et des pré et post tests. L’objectif de pluralité des outils de construction des données était de confronter les avis obtenus afin de s’interroger sur les effets des trois potentiels pédagogiques du TNI sur l’enseignement et l’apprentissage de la notion de fraction.Cette recherche montre que le TNI est un instrument très utile pour l’enseignement-apprentissage des fractions. En particulier, nous avons constaté que le TNI favorise les interactions entre les différents acteurs dans la classe et la construction collective des connaissances. Les enseignants ont insisté particulièrement sur l’aide que le TNI apportait au développement relationnel des élèves et facilitait singulièrement la conceptualisation de la notion de fraction. Les supports multimodaux visuels et manipulables du TNI constituent également une aide cognitive pour les élèves dans leur apprentissage. / Our work deals with the use of interactive whiteboard (IWB) in schools. We are particularly interested in the cognitive effects of three pedagogical potentials of the IWB on the teaching and learning in Cycle III of primary school in France. The study is conducted in primary classes 4 (CM1) and primary 5 (CM2) and focuses on the teaching and learning of the concept of fractions.The relationship between the use of IWB and the effects of these practices on student learning appears complex and raises many questions. This complexity comes primarily from the plurality of factors more or less involved in the teaching and learning process. To better understand this issue, our research focuses on the influence of the three themes of the IWB: 1. the technical educational interactivity supported by the use of IWB; 2. the terms and working ergonomics involved by the use of IWB; 3. Visual and manipulated multimodal media used on this digital instrument.This study focuses on theoretical elements used in research in the fields of education and disciplinary teaching to address this problem. We based our thinking, initially, on the notion of mediation by drawing on the instrumental approach according to Rabardel (1995). The tasks done in the classroom are in a collective framework. Secondly, we analyze, according to the theory of activity of Engeström (1987). Finally, we are inspired by the works of Piaget (1948) in order to understand the development and construction of the notion of fractions in children. Besides, in this research, the IWB is not isolated from other existing elements in the class but it is a techno-semiotic-pragmatic device (Peraya, 1999). From this point of view, the IWB meets three entities: the technic, the semiotics and the social. The IWB is seen as the set of interactions between these three areas: technological, technosocial and system of representations of the order of semiocognitif.The three fields of investigation of the IWB were conducted with a sample composed of students and teachers from the department of Rhone through questionnaires, direct field observations, interviews and pre and post testing. The objective of plurality of data construction tools was to confront the opinions obtained in order to consider the effects of three pedagogical potentials of the IWB on the teaching and learning of the concept of fractions.This research shows that IWB is a very useful tool for the teaching and learning of fractions. In particular, we found that the IWB promotes interactions between different actors in the classroom and the collective construction of knowledge. Teachers have particularlyemphasized the assistance the IWB has brought to the relational development of students and the singular facilitation the conceptualization of the concept of fractions. Visual and multimodal media manipulation of the IWB is also a cognitive aid for students in their learning.

TITLE: Acquiring Vocabulary by Means of Smartboard AUTHOR: Mgr. Zdeňka Španingerová DEPARTMENT: Department of German Studies SUPERVISOR: PhDr. Pavla Nečasová, Ph.D. ABSTRACT: This PhD thesis deals with researching the efficiency of interactive whiteboards in foreign language teaching. The objective was to verify the hypothesis that the interactive whiteboard is an effective tool and means in the process of acquiring German vocabulary. Chapters I to IV draw upon available secondary literature, whilst part V is concerned with the applied research. Vocabulary uptake efficiency was tested on three teaching modules by contrasting an experimental group and a control. The experimental group was taught by means of an interactive whiteboard, whereas the control group was not. The methodology of the research is based on the above mentioned experiment, interviews with the pupils, a test of individual learning styles and observation of all lessons (based on video recordings). The results of the research suggest that interactive elements in German language teaching make the acquisition of vocabulary more successful. Moreover, the efficiency might be higher throughimplementation of the interactive whiteboard. Regarding the small sample of students the problem outlined in this work deserves more extensive research....

I och med den pågående digitaliseringen i dagens samhälle som vi även ser i skolans verksamhet är det av stort intresse att undersöka dess påverkan i klassrummet. Syftet med föreliggande studie var att undersöka lärares användning och uppfattning av interaktiv skrivtavla i matematikundervisningen. Vidare undersöktes även lärares uppfattning av sin digitala kompetens. För att uppfylla studiens syfte genomfördes åtta kvalitativa intervjuer med lärare från fyra olika skolor verksamma i årskurs f-6. Studiens resultat visade att samtliga lärare hade en positiv inställning till användandet av interaktiv skrivtavla i matematikundervisningen. Lärarna använde tavlan främst i genomgångar där de hade en uppfattning av att den interaktiva skrivtavlan tydliggjorde, strukturerade samt anpassade undervisningen. Lärarnas huvudsakliga syfte till användningen av interaktiv skrivtavla var att skapa engagemang hos eleverna. En ytterligare slutsats av studiens resultat är att den digitala kompetensen hos lärarna är av stor vikt för att den interaktiva skrivtavlan ska användas på ett så effektivt sätt som möjligt. Vidare visade studiens resultat att varken generell eller ämnesspecifik utbildning inom den interaktiva skrivtavlan var vanligt förkommande. Lärarna uttryckte däremot önskan om att erhålla utbildning. Avslutningsvis visade studiens resultat att lärarens egenintresse och prioritering av tid var avgörande i användandet av interaktiv skrivtavla. Sammanfattningsvis indikerar detta på att utbildning inom IST både är önskvärt samt nödvändigt för att tavlan ska användas på ett effektivt sätt i matematikundervisningen. / With the ongoing digitization in today's society, which we also see in school operations, it is of great interest to examine its impact in the classroom. The aim of the present study was to investigate teachers' use and perception of interactive whiteboards in mathematics teaching. Furthermore, teachers' perception of their digital competence was also investigated. To fulfill the purpose of the study, eight qualitative interviews were conducted with teachers from four different schools active in grades f-6. The results of the study showed that all teachers had a positive attitude towards the use of interactive whiteboards in mathematics teaching. The teachers used the board mainly in briefings where they had a perception that interactive whiteboards clarified, structured, and adapted the teaching. The teachers' main purpose for using the interactive whiteboard was to create engagement among the students. A further conclusion of the study's results is that the digital competence of the teachers is of great importance for interactive whiteboards to be used as efficiently as possible. Furthermore, the results of the study showed that neither general nor subject-specific training within the interactive whiteboards was common. The teachers, on the other hand, expressed the desire to receive education. In conclusion, the results of the study showed that the teacher's self-interest and prioritization of time were decisive in the use of interactive whiteboards. In summary, this indicates that education within the interactive whiteboard is both desirable and necessary for the it to be used effectively in mathematics teaching.

The diploma thesis "M-technologies in education and in the management of Primary schools in the Moravian-Silesian region" deals with modern technologies in the context of education and in the context of school management. The theoretical part summarizes the basic theoretical information about m-technologies and other modern technologies which then comes the part of research of the thesis which is focused on facilities and use of modern technologies ICT in education and in the management of Primary schools in the Moravian-Silesian region. Questionnaire results and research about using modern technologies in education and in school management are the focus of the practical part. The thesis deals with level of implementation and use of m-technologies and other modern technologies in primary schools. KEYWORDS: information and communication technologies; m-technologies; tablet; smartphone; eReader; interactive whiteboard; dataprojector; data box; information system

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.

L’objectif de cette thèse est d’étudier l’effet d’un entraînement explicite de la conscience phonémique (CP) en anglais L2 et les apports potentiels du tableau blanc interactif (TBI) comme instrument permettant de réaliser cet entraînement avec des apprenants de CE1. A partir des travaux de pédagogues tels que Borel-Maisonny et Caleb Gattegno, nous avons conçu des aides multimodales qui sont à la fois visuelles, sonores et kinesthésiques. Les couleurs de l’approche Gattegno ont été reprises pour créer des cartes de couleur auxquelles nous avons joint une représentation sonore du phonème. La carte sonore est également manipulable sur le TBI. En ce sens, la manipulation sur TBI pourrait aider la manipulation mentale des éléments. Les représentations des phonèmes constituent des représentations externes multimodales intégrées (REMI). Ces REMI ont été intégrées à un dispositif d’apprentissage permettant de valider les hypothèses de recherche. Il s’agissait non seulement d’évaluer l’efficacité de tâches explicites de conscience phonémique dans le cadre de l’apprentissage de l’anglais, mais également d’évaluer l’efficacité de l’utilisation du TBI pour réaliser les tâches de conscience phonémique. Ces hypothèses de recherche ont été testées à l’aide de trois groupes d’apprenants : deux groupes expérimentaux et un groupe contrôle. Un groupe a effectué des tâches explicites de conscience phonémique avec les REMI sur TBI (groupe ConsPhonoTBI), un groupe a effectué ces mêmes tâches de manière classique, c’est-à-dire mentalement sans aide multimodale (groupe ConsPhono), tandis que le groupe contrôle a fait des activités de vocabulaire anglais. La comparaison du groupe contrôle avec le groupe ConsPhono permet de déterminer l’effet d’un entraînement explicite de la conscience phonémique, tandis que la comparaison du groupe ConsPhono avec le groupe ConsPhonoTBI permet de déterminer l’effet des aides multimodales et de leur utilisation sur TBI dans le cadre de cet entraînement explicite. Cette recherche a pour objet une intervention dans le domaine du travail puisque les enseignants et les apprenants sont considérés comme étant en situation de travail. Cette recherche s’inscrit alors dans le cadre de l’ergonomie cognitive. En l’occurrence, la quasi-expérimentation a été menée en 2011-2012 auprès d’apprenants issus de classes de CE1 situées dans l’Isère. Dans la méthodologie de recherche mixte adoptée, les données qualitatives et quantitatives ont été triangulées et permettent d’obtenir des résultats ayant une validité interne. L’étude indique que le travail explicite de la conscience phonémique a un effet sur le niveau atteint dans ce domaine et que l’utilisation des REMI sur TBI permet d’atteindre un meilleur niveau dans le même laps de temps. Par ailleurs, cette étude indique que l’utilisation du TBI pour mener cet entraînement explicite permet à des enseignants non-spécialistes en langue de se décentrer pour réguler l’activité, de proposer une prononciation correcte aux élèves, renforçant ainsi le sentiment d’auto-efficacité au sens de Bandura (2003). En outre, le TBI favorise les échanges entre les apprenants au niveau du groupe classe et permet une découverte collective des phonèmes anglais. / This thesis seeks to study the effect of an explicit training of phonemic awareness (PA) in English L2 and the possible contribution of an Interactive Whiteboard (IWB) as a tool to carry such a training with 7-8 year old learners (in CE1 in France). Based on the work of some educators like Borel-Maisonny and Caleb Gattegno, we created some multimodal materials which are visual, sound and kinesthetic. We used the colors from Gattegno’s approach to create cards to which we attached the sound representation of each phoneme. These cards could also be moved on the IWB. Hence, the manipulation done on the IWB might help the mental manipulation that the learner should normally do mentally. The full representation for each phoneme is an external multimodal integrated representation (EMIR). These EMIR were used among a learning scenario which aimed to test research hypotheses. First of all, the aim was to know whether explicit tasks of phonemic awareness were useful or not. Then, the aim was to check the effect, in any, of the IWB in such a learning scenario concerning phonemic awareness. These research hypotheses have been tested thanks to three groups: two experimental groups and one control group. One group carried out the activities of phonemic awareness with EMIR on an IWB (PA-IWB group), one group carried out the same activities but on a traditional way, that-is-to-say mentally with any multimodal help (PA group) while the control group carried out some activities based on vocabulary. By comparing the control group with the PA group, we found out the effect, if any, of the explicit training of phonemic awareness and, by comparing the PA group with the PA-IWB group, we found out the effect, if any, of the multimodal tools used on the IWB. This research aims to take action in the field of ergonomics since teachers and learners are considered as being at work. This research fits into the field of cognitive ergonomics. Here, the quasi-experimentation was carried out during the school year 2011-2012 with 7-8 year old learners from Isère, France. Using a mixed research method, we triangulated qualitative data with quantitative data in order to get the most accurate results with an internal validity. This study shows that an explicit training of phonemic awareness (PA) has an effect on the level that learners can reach in PA and that the use of EMIR on an IWB allows learners to get an even better level in the same amount of time. Besides, it also appears that the use of the IWB for this kind of training helps the teacher when s/he is not a specialist in the target language. S/he can step aside, regulate the work and provide the correct pronunciation, which helps her/him reinforcing her/his feeling of self-efficacy as defined by Bandura (2003). Finally, the IWB urges the learners on interacting as a whole group and so discovering the English phonemes all together.