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TITLE: Possibilities of interactive whiteboard in education ABSTRAKT: The dissertation is focused on the usage of didactic technology especially interactive whiteboards in education of mathematics in elementary and secondary schools. The theoretical part deals with particular types of whiteboards and software of different companies. It introduces the basics and possibilities in use of interactive whiteboard in education of mathematics. The dissertation also contains processed and practice-tested lessons created by ACTIV Studio software for the chosen subject of the mathematics curriculum - Sets. This effort should be a good inspiration for all pedagogues in their initial work with interactive whiteboards. KEY WORDS: Information and Communication Technologies, interactive whiteboards, ACTIV Studio, Mathematics, advanced method of education

User-centered design processes are the first choice when new interactive systems or services are developed to address real customer needs and provide a good user experience. Common tools for collecting user research data, conducting brainstormings, or sketching ideas are whiteboards and sticky notes. They are ubiquitously available, and no technical or domain knowledge is necessary to use them. However, traditional pen and paper tools fall short when saving the content and sharing it with others unable to be in the same location. They are also missing further digital advantages such as searching or sorting content. Although research on digital whiteboard and sticky note applications has been conducted for over 20 years, these tools are not widely adopted in company contexts. While many research prototypes exist, they have not been used for an extended period of time in a real-world context. The goal of this thesis is to investigate what the enablers and obstacles for the adoption of digital whiteboard systems are. As an instrument for different studies, we developed the Tele-Board software system for collaborative creative work. Based on interviews, observations, and findings from former research, we tried to transfer the analog way of working to the digital world. Being a software system, Tele-Board can be used with a variety of hardware and does not depend on special devices. This feature became one of the main factors for adoption on a larger scale. In this thesis, I will present three studies on the use of Tele-Board with different user groups and foci. I will use a combination of research methods (laboratory case studies and data from field research) with the overall goal of finding out when a digital whiteboard system is used and in which cases not. Not surprisingly, the system is used and accepted if a user sees a main benefit that neither analog tools nor other applications can offer. However, I found that these perceived benefits are very different for each user and usage context. If a tool provides possibilities to use in different ways and with different equipment, the chances of its adoption by a larger group increase. Tele-Board has now been in use for over 1.5 years in a global IT company in at least five countries with a constantly growing user base. Its use, advantages, and disadvantages will be described based on 42 interviews and usage statistics from server logs. Through these insights and findings from laboratory case studies, I will present a detailed analysis of digital whiteboard use in different contexts with design implications for future systems. / Nutzerorientierte Gestaltungsprozesse werden angewandt, um zu gewährleisten, dass neue Software für Computer und Smartphones gebrauchstauglich ist und die tatsächlichen Bedürfnisse der Anwender adressiert. Dazu sollen potentielle Anwender befragt und beobachtet und darauf basierend Ideen und Entwürfe für die neue Software entwickelt werden. Um die Nutzerdaten und Ideen zu sammeln, sowie daraus Konzepte zu erarbeiten, werden häufig Whiteboards und Haftnotizen (Post-its) benutzt. Sie haben den Vorteil, dass sie weit verbreitet sind und keine speziellen Kenntnisse erfordern. Analoge Whiteboards sowie Stift und Papier haben allerdings auch den Nachteil, dass die Informationen nicht digital gespeichert und mit Personen an anderen Standorten geteilt werden können. Auch andere digitale Vorteile, wie z. B. Inhalte suchen und sortieren, sind nicht verfügbar. Obwohl es seit 20 Jahren Forschung zu digitalen Whiteboard-Anwendungen gibt, werden diese Systeme im Firmenumfeld kaum genutzt. Diverse Forschungsprototypen sind bisher weder im Langzeiteinsatz noch in Unternehmen ausreichend getestet worden. Ziel dieser Dissertation ist zu erforschen, welche Faktoren den Einsatz von digitalen Whiteboard-Systemen begünstigen und welche Faktoren eher hinderlich sind. Zu diesem Zweck haben wir das Tele-Board Software System für gemeinsames kreatives Arbeiten entwickelt. Basierend auf Interviews und Beobachtungen, sowie Erkenntnissen aus vorheriger Forschung, haben wir versucht, die analoge Arbeitsweise mit herkömmlichen Arbeitsmitteln in die digitale Welt zu übertragen. Tele-Board kann mit unterschiedlicher Hardware benutzt werden und ist nicht an spezielle Geräte gebunden. Diese Tatsache hat sich als Vorteil für den Einsatz der Software in größerem Umfang erwiesen. In dieser Arbeit präsentiere ich drei Studien zur Nutzung von Tele-Board von verschiedenen Anwendern in unterschiedlichen Umgebungen. Die Studien wurden sowohl unter kontrollierten Bedingungen, als auch im realen Arbeitsumfeld durchgeführt. Wie zu erwarten war, wird das System besonders dann angenommen, wenn die Anwender Vorteile sehen, die sie mit analogen Arbeitsmitteln und anderer Software nicht haben. Allerdings unterscheiden sich die empfundenen Vorteile je nach Anwender und Nutzungskontext. Daher steigen die Chancen auf eine Verbreitung der Software, wenn sie verschiedene Anwendungsfälle und unterschiedliches Equipment unterstützt. Tele-Board ist mittlerweile seit 1,5 Jahren in einer global agierenden IT-Firma in mindestens fünf Ländern mit konstant steigenden Nutzerzahlen im Einsatz. Auf der Basis von 42 Interviews und Nutzungsstatistiken vom Server wird beschrieben, auf welche Art und Weise das System angewandt wird und welche Vor- und Nachteile es hat. Aus diesen Erkenntnissen sowie anderen Studien, präsentiere ich eine detaillierte Analyse der Nutzung von digitalen Whiteboards und gebe Empfehlungen für die Entwicklung zukünftiger Systeme.

The main aim of this diploma thesis is to describe the advantages and disadvantages of using interactive whiteboards in the Czech language lessons in the first grade of primary schools. The thesis contains a theoretical part that includes the first three chapters and a practical part that composed of two chapters. In the first charter of the theoretical part is presented the historical development of interactive whiteboards and its gradual implementation into teaching process. The second chapter provides an overview of the requirements that every teacher should take into account when using interactive whiteboards. In the next part are presented most frequently mentioned advantages and disadvantages, both from the perspectives of teachers and students. The main data sources of educational materials are described in the third charter that also contains the specification of different exercises. The practical part of the work is based on the own research that was realized through a questionnaire among 50 teachers. The subject of the fourth chapter is a detailed description of the various questions and also the presentation of the results. Fifth charter focuses on analyzing of the results and there are also introduced the recommendations which, in the author's opinion, should lead to more effective way of teaching with interactive whiteboard.

Although school systems have made investments in technology with the intention of raising student scores on state and national tests, improvements in student achievement have not always followed. The purpose of this study was to investigate teacher librarians' use of interactive whiteboards to improve student literacy. This qualitative case study was guided by the theory of social constructivism, wherein individuals learn through interaction with peers and knowledgeable others. The research questions were focused on how teacher librarians integrated multi-literacies and technological skills into pedagogical goals. Data were collected from a 4-member focus group interview, a questionnaire delivered to a subset of 3 teacher librarians, and public documents of the school system. All data were color-coded and analyzed for emergent common themes. The findings indicated that although the teacher librarians used interactive whiteboard technology to teach multiple literacies and technological skills to students and fellow teachers, 2 of the 4 participants did not use all of the interactive whiteboard tools. Based upon the findings, a professional development project was designed to improve educators' technological and multi-literacies skills in the school system. Recommendations include creating a repository of technology rich lesson plans, and expanding collaboration among educators. Increasing multi-literacies and technological skills may lead to positive social change through the enhancement of students' literacy and technology skills at school and for future employment.

Low-income students and blacks make up nearly half of public school students, and on nearly every indicator of educational access, particularly technology, these students have less access than white affluent students (Darling-Hammond, Zielezinski, and Goldman, 2014). The National Center for Education Statistics (2005) reported that teacher quality and missed opportunities to learn accounted for 93% of African Americans, and 87% of Hispanics performing below proficiency in mathematics. Students that do not master mathematics standards by the end of compulsory education are less likely to complete general mathematics courses in upper secondary school and beyond successfully (Levpušček, Zupančič, & Sočan, 2013). Interactive whiteboards (IWBs) can support student engagement, interest and possibly increased achievement in mathematics if used effectively. The purposes of this study were to (a) examine the perspectives of secondary mathematics teachers with regard to the use of IWBs for teaching, (b) determine how secondary mathematics teachers in one school district use the IWB to guide students toward mathematical proficiency, and (c) consider how secondary mathematics teachers’ perspectives in one school district were influenced by 1st order and 2nd order barriers to technology integration. The following factors were considered when examining the context needed to better understand the complexities using IWBs effectively in mathematics: (a) Niess et al. (2009) Mathematics Teachers’ TPACK Development Model, (b) Miller and Glover (2005) stages of IWB use, and (c) Ertmer (1999) first-order and second-order barriers to technology integration. The data revealed that at each stage of IWB use (a) supported didactic, (b)interactive, and (c) enhanced interactivity, teachers faced a unique combination of first-order and second-order barriers to IWB integration that affected how IWBs were used for teaching mathematics. The results of the data suggest that as barriers are resolved at each stage of IWB use, the likelihood mathematics teachers will effectively use IWBs to teach mathematics will increase. Suggestions including administrator support and modifying professional development practices are included to provide educators and policy makers the practical knowledge needed to inform sustainable plans for integrating IWBs effectively.

This diploma thesis is focused on information and communication technologies, which became nowadays a part of our live at schools . The aim of this thesis is to introduce the term ICT, introduce its history, describe individual kind of ICT, didactical function and in the end shows the negative and positive sides of ICT. The practical part looks at the difference in using information and communication technologies among teachers at primary schools in region such as Prague and Královéhradecký. The last part is focused only on Prague teachers, their using ICT at schools during teaching, their opinions and experience with ICT.

The diploma thesis focuses on support of teaching in chosen subjects in the second year of elementary school using interactive white boards with new technology SMART lab. It is focused on evaluation of publicly available interactive teaching portal applications, which occurre in high numbers, however they are obsoled or inappropriately created. Subsequently, the thesis includes a research which pays attention to the usage of the interactive white boards in chosen subjects in the second year of elementary schools located in Vysočina region. The main aim is to ascertain knowledge of teachers when using this technology. The examined subjects were chosen of the result of the questionnaire survey which was sent to teachers from the first grade of the elementary school.

<p>Syftet med denna undersökning har varit att utifrån pedagogernas erfarenheter undersöka vilka faktorer som bidrar till alternativt hindrar att interaktiva tavlor används utifrån sin interaktiva potential i klassrummet - vilka påverkansfaktorer kan urskiljas för införande och användande av interaktiva tavlor i klassrummet? Undersökningen har även belyst motiven för satsningarna, användningen av den interaktiva tavlan i relation till erbjudandet om interaktivitet samt hur olika faktorer påverkar integreringen av tavlan i klassrummet. Undersökningen baseras på litteraturstudie, en mindre enkätundersökning samt ett par kompletterande observationer av klassrumspraktik.Respondenternas skolor har utifrån min tolkning valt att satsa på interaktiva tavlor utifrån arbetslivsaspekter och/eller demokratiaspekter snarare än inlärningsaspekter. Organisationerna har påverkats av omgivningens krav. De faktorer som lyfts fram i undersökningen utgår dels från lärarens kompetens, värderingar och intressen, dels till den praktik där individen agerar och dess egenskaper, krav och möjligheter. Faktorerna berör också själva införandet i sig avseende upplägg och karakteristika. Tidsaspekter samt behov av kompetensutveckling har starkt förts fram i utsagorna. För att individen skall finna förtrogenhet, trygghet och mening med att integrera tavlan i undervisningspraktiken framgår det att satsningarna i högre grad borde varit kopplade till pedagogiska frågeställningar och till pedagogernas olika förutsättningar. Respondenternas skolor har varit medvetna om vikten av att tillhandahålla handledning och erfarenhetsutbyte. Intentionen har dock inte alltid omsatts i praktiken. Om så varit fallet hade hade förutsättningarna för att lyckas integrera tavlan i klassrumspraktiken varit större enligt respondenterna. Undersökningen visar att för att den interaktiva tavlan skall användas utifrån sitt erbjudande om interaktivitet så behöver en organisation i sin införandeprocess kontinuerligt ta hänsyn till tidsaspekten, men även till personliga referensramar, sammanhang och utvecklingsagenter. Först då kan tavlan få en naturlig roll i pedagogernas vardag</p>