Med bakgrund i läraryrkets professionaliseringsprocess, som bland annat efterlyser lärares reflekterande och utvärderande förhållningssätt i sin yrkesutövning, avser denna studie att sammanställa och redovisa lärares erfarenheter av och förhållningssätt till IST-användning främst inom ämnet matematik. Genom att studera andra lärares upplevelser av och förhållningssätt till sitt IST-användande kan man öka sitt egna medvetande. Denna litteraturstudie syftar därför till att öka medvetenheten om de interaktiva skrivtavlornas effekter för matematikundervisningen och lärarens arbete. Studiens resultat visar att de interaktiva skrivtavlorna kan bidra med flera positiva förändringar, men för att det ska bli konkreta effekter för lärarna och undervisningen måste en rad andra förändringar först ske. Den mest framträdande faktorn som framkommit i litteraturen är att lärarna upplever att de behöver få möjligheter till en utökad fortbildning och tid till att utveckla sina tekniska och pedagogiska kompetenser. Litteraturen pekar på att en fullgod fortbildning är avgörande för hur väl den interaktiva skrivtavlan kan integreras i undervisningen och för att lärare ska utveckla en säkerhet i att hantera verktyget.

Recent rapid development of cost-effective, accurate digital imaging sensors, high-speed computational hardware, and tractable design software has given rise to the growing field of augmented reality in the computer vision realm. The system design of a 'Digital Whiteboard' system is presented with the intention of realizing a practical, cost-effective and publicly available spatial augmented reality system. A Microsoft Kinect sensor and a PC projector coupled with a desktop computer form a type of spatial augmented reality system that creates a projection based graphical user interface that can turn any wall or planar surface into a 'Digital Whiteboard'. The system supports two kinds of user inputs consisting of depth and infra-red information. An infra-red collimated light source, like that of a laser pointer pen, serves as a stylus for user input. The user can point and shine the infra-red stylus on the selected planar region and the reflection of the infra-red light source is registered by the system using the infra-red camera of the Kinect. Using the geometric transformation between the Kinect and the projector, obtained with system calibration, the projector displays contours corresponding to the movement of the stylus on the 'Digital Whiteboard' region, according to a smooth curve fitting algorithm. The described projector-based spatial augmented reality system provides new unique possibilities for user interaction with digital content.

University, Diss., 2004--Mannheim.

The presented diploma thesis deals with designing electronic educational materials intended for learning/teaching physics at elementary schools. The work consists of the following parts. In the first part, we focuse on the description of the used HTML5 technology and its possibilities.Subsequently we analyze the applicability of the chosen technologies. The main part of the work comprises a description of designing and implementation of five selected teaching methods and their testing on interactive whiteboards and contemporary mobile devices.

Annotation In my dissertation I deal with whole numbers and how to teach them using a computer and the interactive whiteboard. The dissertation is divided into three parts: a theoretical one, a questionnaire quest an a practical part. In the first part, which is devoted to theory, I examine teaching principles and the way of testing students´ knowledge, skills and learnig habits. In addition, I also examine possibilities for using a computer in the lessons focused on work with the interactive whiteboard. Part 2 provides my own questionnaire guest which I carried out in selected elementary schools. Its objective was to find out about the presence and use of interactive whiteboards as well as teachers´experience when using this teaching aid. Part 3 {--} a practical one {--} comprises worksheets prepared by me for the interactive board and shows their usage in teaching lessons in the seventh form of elementary school. Futher I present the findings which I gained when teaching my own lessons.

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No description available.

The aim of this study is to examine whether mini whiteboards can counteract the culture of silence that prevails in some classrooms. The focus is on seeing if the use of the mathematics didactic tool, mini whiteboard, can be used as part of activating the students to participate and contribute to a more dialogic teaching. The results are analyzed from the sociocultural perspective with a focus on mediating tools, dialogue and interaction. The results of this study show that teachers use the mini whiteboard in different ways. One method is to let students work in pairs to discuss issues together. Another method is to create a classroom where the students learn from each other. Teachers experience the mini whiteboard in different ways. They believe that it can contribute to learning but have a shared meaning. In a way, it can be used to create more dialogue and thus develop learning. Another technique is to use the tool to make the pupils more confident, which in a way develops learning. The results show an increased participation in the classes. Most students agree that the mini whiteboard is a positive tool that helps them to show their knowledge without feeling pressured. The students appreciate that the whiteboard contributes to them receiving direct feedback and can thus feel safe in further discussions.

The purpose of this study was to investigate challenges experienced by nurses in the use of electronic whiteboards at one private hospital in the Gauteng province in South Africa. The researcher had observed a continuation of use of the manual dry-erase patient whiteboards in parallel to the use of new the electronic whiteboards in a ward, yet the electronic whiteboard had been implemented to replace the manual system in order to improve service delivery. A descriptive, quantitative study design was used for the study, with n=83 participants being voluntarily surveyed at the hospital over a one month period. The major findings were that the new electronic whiteboards were not always online which necessitated a parallel manual system as backup. Secondly, 47.5% of the respondents requested more training on the whiteboards. A needs assessment to determine training requirements and further investigation into the frequent unavailability of the electronic whiteboards is recommended / Health Studies / M.A. (Public Health - with specialisation in Medical Informatics)

The aim of this work is to explain the importance of using interactive whiteboards in the teaching of physics.' Comparisons of interactive whiteboards, sold in the Czech market and comparison of suitable software for teaching physics at the interactive whiteboard. Apprising with the history of the interactive whiteboard and point on its accomplishments or negatives of its implementation in the teaching of physics. Finally, create electronic content to use in teaching physics at the interactive whiteboard and its verification in practice.