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Journal articles on the topic 'Interactive whiteboards in the classroom'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Schnackenberg, Heidi L., and Michael J. Heymann. "Interactive Whiteboards." Journal of Cases on Information Technology 14, no. 1 (2012): 15–25. http://dx.doi.org/10.4018/jcit.2012010102.

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T. McDonough Central School District, located in a small city in upstate New York, is looking to invest some of its budget in new resources for Hawkins Elementary School. The School Board is strongly considering equipping each classroom in the school with interactive whiteboards. However, prior to doing so, the Board is inquiring about how the technology is currently being used. They are seeking input from teachers, students, parents, and other faculty members who have been exposed to the technology about this large-scale budget decision. For each stakeholder, the value and usefulness of the i

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Рогульська, Оксана, and Ольга Тарасова. "USING INTERACTIVE WHITEBOARDS TO ENHANCE ENGLISH LANGUAGE INSTRUCTION AND LEARNING." Збірник наукових праць Національної академії Державної прикордонної служби України. Серія: педагогічні науки 16, no. 1 (2021): 342–53. http://dx.doi.org/10.32453/pedzbirnyk.v16i1.709.

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The article deals with the phenomenon of Interactive Whiteboards; their characteristics, possible ways of use and contributions to English lessons. The main aims are to examine the tool from various perspectives, to research the Interactive Whiteboards implementation possibilities in Ukraine and to provide methodological support for teachers of English as a foreign language. The key facts about Interactive Whiteboards on the basis of worldwide research and publications are summarized in the article. The article includes description and analysis of the uses of Interactive Whiteboards in English

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Alhumsi, Mohammad Husam, and Ahmad Affendi Shabdin. "The Feasibility of Incorporating the Interactive Whiteboard in EFL Primary Classrooms." Journal of Business and Social Review in Emerging Economies 2, no. 2 (2016): 135–42. http://dx.doi.org/10.26710/jbsee.v2i2.30.

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This paper describes the uses of interactive whiteboard in English as a Foreign Language (EFL) primary classroom. The purpose is to explore the potential of the Interactive Whiteboard (IWB) as a learning pedagogical tool to support the development of primary school students‟ ability to reach a considerable level while learning in their classes. Additionally, this paper tries to answer the following questions: First, what is an interactive whiteboard? Second, how can interactive whiteboards promote student engagement? Third, what are the interactive whiteboard activities in the EFL classroom? T

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De Vita, Mauro, Lieven Verschaffel, and Jan Elen. "Interactive Whiteboards in Mathematics Teaching: A Literature Review." Education Research International 2014 (2014): 1–16. http://dx.doi.org/10.1155/2014/401315.

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An interactive whiteboard (IWB) is a relatively new tool that provides interesting affordances in the classroom environment, such as multiple visualization and multimedia presentation and ability for movement and animation. These affordances make IWBs an innovative tool with high potential for mathematics instructional environments. IWBs can be used to focus on the development of specific mathematical concepts and to improve mathematical knowledge and understanding. The aim of this paper is to review the existing literature upon the use of interactive whiteboards (IWBs) in mathematics classroo

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Mercer, Neil, Sara Hennessy, and Paul Warwick. "Using interactive whiteboards to orchestrate classroom dialogue." Technology, Pedagogy and Education 19, no. 2 (2010): 195–209. http://dx.doi.org/10.1080/1475939x.2010.491230.

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Davis, James W. "The Educational Contribution of Interactive Whiteboards." International Journal of Conceptual Structures and Smart Applications 6, no. 1 (2018): 63–76. http://dx.doi.org/10.4018/ijcssa.2018010105.

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Interactive whiteboards (IWBs) are a key element of smart technology being used in classrooms. The principal concern when using interactive whiteboards in an educational setting is how effectively IWB's serve the student and the instructor. A key question is whether the high cost of interactive whiteboards is providing enough value to justify the cost. The purpose of this article is to provide a preliminary exploration of the perceptions of students and teachers regarding their use of IWBs. The study also discusses the factor of bias that might influence these perceptions. This study reported

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Glover, Derek, and David Miller. "Leading changed classroom culture — the impact of interactive whiteboards." Management in Education 21, no. 3 (2007): 21–24. http://dx.doi.org/10.1177/0892020607079988.

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Purwanto, Purwanto. "PENGGUNAAN PAPAN TULIS INTERAKTIF DI KELAS THE USE OF INTERACTIVE WHITEBOARD IN CLASSROOM." Jurnal Teknodik 17, no. 3 (2019): 104. http://dx.doi.org/10.32550/teknodik.v17i3.565.

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Tulisan ini merupakan hasil studi literatur tentang penelitian pemanfaatan papan tulis interaktif (PTI) di berbagai negara yang ada di dunia. Laporan hasil penelitian yang dikaji adalah yang dimuat dalam jurnal teknologi pendidikan dan diterbitkan antara 2009- 2013 dan didata oleh EdITLib. Pertanyaan penelitiannya adalah 1) bagaimana perkembangan atau inovasi PTI?, 2) bagaimana persepsi guru terhadap PTI?, dan 3) bagaimana model pemanfaatannya yang terbaik? Kesimpulannya, pertama, perkembangan papan tulis interaktif (PTI) telah mencapai kemajuan yang menakjubkan berkat berbagai inovasi yang me

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Smith, Fay, Frank Hardman, and Steve Higgins. "Gender inequality in the primary classroom: will interactive whiteboards help?" Gender and Education 19, no. 4 (2007): 455–69. http://dx.doi.org/10.1080/09540250701442658.

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Lacina, Jan. "Technology in the Classroom Interactive Whiteboards: Creating Higher-level, Technological Thinkers?" Childhood Education 85, no. 4 (2009): 270–72. http://dx.doi.org/10.1080/00094056.2009.10523097.

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De Vita, Mauro, Lieven Verschaffel, and Jan Elen. "The Power of Interactive Whiteboards for Secondary Mathematics Teaching: Two Case Studies." Journal of Educational Technology Systems 47, no. 1 (2018): 50–78. http://dx.doi.org/10.1177/0047239518767112.

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Interactive whiteboard offers a high-potential innovative tool in mathematical educational environments, in which teachers’ modeling processes and students’ exploring activities can easily be executed. Nevertheless, these affordances are not self-evident. There is a gap between the potential claims of the tool and its actual use in the classrooms. This study investigated, through two parallel case studies, the interactive whiteboard potential in view of optimizing the exploitation of the interactive whiteboard, improving conceptual understanding, and fostering interactivity in secondary mathem

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Gonzales, Gamaliel G., and Roselyn R. Gonzales. "Introducing IWB to preservice mathematics teachers: An evaluation using the TPACK framework." Cypriot Journal of Educational Sciences 16, no. 2 (2021): 436–50. http://dx.doi.org/10.18844/cjes.v16i2.5619.

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The study used the intervention mixed methods design to evaluate the technological, pedagogical and content knowledge (TPACK) of mathematics preservice teachers while doing their lesson planning and teaching with interactive whiteboards (IWBs). The method has the following parts: (1) qualitative data collection to establish the priority competencies for the intervention, (2) conducting a single-subject experimental design to equip the preservice teachers with technology-enhanced lessons and (3) final qualitative data collection on experiences in planning and teaching with IWBs. The results rev

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Tomei, Lawrence A. "Top Technologies for Integrating Online Instruction." International Journal of Online Pedagogy and Course Design 1, no. 1 (2011): 12–28. http://dx.doi.org/10.4018/ijopcd.2011010102.

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Online learning is the epitome of applied technology and should be integrated into as many levels of online curriculum as possible. To prepare students for the future, teachers must seize every opportunity to infuse the technologies their students will be using whenever possible. Most importantly, teachers must know what works best in an online classroom situation, i.e., podcasting, interactive whiteboards, blogs, wikis, social networking, virtual classrooms, and others. In this regard, this paper reviews specific technology-based tools that have demonstrated a rapid implementation in higher e

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Esteves, Rodolfo Fernandes, Silvio Henrique Fiscarelli, and José Luís Bizelli. "Interactive Whiteboards in Brazilian’s Primary School: New Barriers." International Journal of Emerging Technologies in Learning (iJET) 10, no. 6 (2015): 70. http://dx.doi.org/10.3991/ijet.v10i6.4804.

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This article focuses on presenting the results from the research Barreiras para implementação da Lousa Digital Interativa: um estudo de caso, thus contributing to the systematization of knowledge about the implementation of this didactic-pedagogic resource. Starting from the set of barriers listed in the BECTA report of the 2004, we have elaborated a panorama composed of the barriers, their main characteristics and whether they occur in the context of the Brazilian school being studied. The field study consisted of an analysis of available hardware and software, interviews with the principal a

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Gashan, Amani K., and Yousif A. Alshumaimeri. "Teachers’ Attitudes toward Using Interactive Whiteboards in English Language Classrooms." International Education Studies 8, no. 12 (2015): 176. http://dx.doi.org/10.5539/ies.v8n12p176.

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<p class="apa">Educational technology plays an increasingly important role in the teaching and learning process. Successful integration is the goal of any new educational technology. The interactive whiteboard (IWB) can be effectively used by teachers to enhance the effectiveness of their lessons. This study explored the attitudes and insights of Saudi female teachers regarding the use of IWBs when teaching English as a foreign language (EFL). It also investigated possible obstacles they may face during their use of this novel technology.</p><p class="apa">Data was collected

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Morgan, Alex. "Interactive whiteboards, interactivity and play in the classroom with children aged three to seven years." European Early Childhood Education Research Journal 18, no. 1 (2010): 93–104. http://dx.doi.org/10.1080/13502930903520082.

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Kyriakou, Artemis, and Steve Higgins. "Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not." Preschool and Primary Education 4, no. 2 (2016): 254. http://dx.doi.org/10.12681/ppej.9873.

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<p>This systematic review focuses on the impact of Interactive Whiteboards (IWBs) on teaching and learning. Learning is interpreted through a Vygotskian constructivist lens, emphasizing quality through dialogic interaction. Classroom interactions and achievement in standardized tests are considered formative and summative assessment tools, respectively. Thus, our aim was to investigate whether the IWB technology had any effect on teaching and learning, reflected in standardized forms of testing or in-classroom quality measures. An online search through Proquest and FirstSearch resulted i

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Lv, Kaiyue, Zhong Sun, and Min Xu. "Artificial Intelligent Based Video Analysis on the Teaching Interaction Patterns in Classroom Environment." International Journal of Information and Education Technology 11, no. 3 (2021): 126–30. http://dx.doi.org/10.18178/ijiet.2021.11.3.1500.

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Recently, the development of technology has enriched the form of classroom interaction. Exploring the characteristics of current classroom teaching interaction forms can clarify the deficiencies of teaching interactions, thereby improving teaching. Based on the existing classroom teaching interactive coding system, this paper adopted ITIAS coding system, and took classroom with interactive whiteboard, interactive television or mobile terminals as research scene, selected 20 classroom videos of teaching cases in this environment as research objects. Computer vision, one of the artificial intell

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Remón, Javier, Víctor Sebastián, Enrique Romero, and Jesús Arauzo. "Effect of using smartphones as clickers and tablets as digital whiteboards on students’ engagement and learning." Active Learning in Higher Education 18, no. 2 (2017): 173–87. http://dx.doi.org/10.1177/1469787417707618.

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This work addresses the use of tablets and smartphones to enhance both student learning and engagement. Tablets were tested as potential substitutes for digital whiteboards, while smartphones were tested as potential survey media in the classroom using a question and answer method. Two teaching strategies were evaluated and compared: (1) traditional, which includes the use of the blackboard together with PowerPoint presentations and (2) interactive, where lessons are taught with the aid of a tablet, using interactive activities and digital materials. Measures of performance outcomes achieved w

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Beauchamp, Gary, Steve Kennewell, Howard Tanner, and Sonia Jones. "Interactive whiteboards and all that jazz: the contribution of musical metaphors to the analysis of classroom activity with interactive technologies." Technology, Pedagogy and Education 19, no. 2 (2010): 143–57. http://dx.doi.org/10.1080/1475939x.2010.491217.

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Pratibha, M. "Language Learning and Teaching Using New Technologies." IRA International Journal of Education and Multidisciplinary Studies 14, no. 1 (2019): 14. http://dx.doi.org/10.21013/jems.v14.n1.p3.

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How the new technologies can be used to assist the language learning and which innovative applications are helpful to meet the continuously increasing demands of learners is the focus of this study. New technologies including overhead projectors, interactive whiteboards, computers and wireless internet have opened up the classroom to the outside world. The teaching-learning process has to adapt to changing learning contexts. Technology provides a learner independent in language learning. Thus, technology enables the learner’s efforts easier and faster. At present, there are several online serv

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Yang, Kai-Ti, Tzu-Hua Wang, and Ying-Chen Kao. "How an interactive whiteboard impacts a traditional classroom." Education as Change 16, no. 2 (2012): 313–32. http://dx.doi.org/10.1080/16823206.2012.745759.

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Jewitt, Carey, Gemma Moss, and Alejandra Cardini. "Pace, interactivity and multimodality in teachers’ design of texts for interactive whiteboards in the secondary school classroom." Learning, Media and Technology 32, no. 3 (2007): 303–17. http://dx.doi.org/10.1080/17439880701511149.

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Lin, Ching-Ying, and Jo-Ting Chu. "Effects of English Teaching with Interactive Whiteboards in the Elementary English Classrooms." Studies in English Language Teaching 6, no. 2 (2018): 127. http://dx.doi.org/10.22158/selt.v6n2p127.

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<p><em>The purpose of the study was to probe the effectiveness of English language teaching through Interactive Whiteboards (IWBs). Three specific factors were probed: (a) the results from immediate test and retention test; (b) students’ perceptions related to the utilization of IWBs; (c) the advantages and disadvantages of the technology-supported instruction. Forty-three students from Grade 3 students in Sahes Elementary School in Taiwan were engaged in either technology-supported group or </em><em>none </em><em>technology-supported group. The results reve

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Han, Turgay, and Semih Okatan. "High School Students’ Attitudes and Experiences in EFL Classrooms Equipped with Interactive Whiteboards." GiST Education and Learning Research Journal, no. 13 (December 21, 2016): 148–65. http://dx.doi.org/10.26817/16925777.317.

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The purpose of this study was to examine ninth grade EFL students’ experiences and attitudes towards classrooms equipped with interactive whiteboards (IWB). The data were collected with a questionnaire about attitudes towards IWB use in EFL classes, and observations from three different classrooms in three different high schools. The study indicated that the EFL students were not fully aware of how to use IWBs in learning English although they had a background of IWB use. In addition, there was no statistically significant difference in the attitudes of the male and female students towards usi

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Tomei, Lawrence A. "Top 10 Technologies for Designing 21st Century Instruction." International Journal of Information and Communication Technology Education 9, no. 3 (2013): 80–93. http://dx.doi.org/10.4018/jicte.2013070106.

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Faculties at all levels of education continue to ask, “How does technology fit into my teaching?” How can I teach my students to become technologically literate?” For some, the answers seem quite simple. Technology should be integrated into as many levels of the curriculum as possible. If we aspire to prepare students for the future, teachers must seize every opportunity to infuse the technologies their students will be using whenever possible. The key is to know what works best in each classroom situation. Podcasting, interactive whiteboards, blogs, wikis, social networking, virtual classroom

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Liu, Feng-juan. "A Quantitative Evaluation Model of Interactive Whiteboard Classroom Based on K-Means Algorithm." International Journal of Emerging Technologies in Learning (iJET) 13, no. 11 (2018): 89. http://dx.doi.org/10.3991/ijet.v13i11.9603.

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In order to apply the K-means algorithm to the quantitative evaluation model of interactive whiteboard class, the automatic correction method of the natural scene text plane image in the interactive whiteboard class is put forward. This method makes full use of the whiteboard border line information, and completes the whiteboard correction through the Canny operator edge detection, the PPHT straight line extraction, the K-means algorithm linear clustering, H matrix transformation and other steps. Finally, experiments are carried out to test the performance of the algorithm. The research result

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Yulianto, Budi, and Lusiana Citra Dewi. "BEEBOARD: FROM WIIMOTE TO INTERACTIVE WHITEBOARD APPLICATION FOR CLASSROOM." Journal of Computer Science 10, no. 10 (2014): 2117–23. http://dx.doi.org/10.3844/jcssp.2014.2117.2123.

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Gillen, Julia, Judith Kleine Staarman, Karen Littleton, Neil Mercer, and Alison Twiner. "A ‘learning revolution’? Investigating pedagogic practice around interactive whiteboards in British primary classrooms." Learning, Media and Technology 32, no. 3 (2007): 243–56. http://dx.doi.org/10.1080/17439880701511099.

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Hur, Jung Won, and Suhyun Suh. "Making Learning Active with Interactive Whiteboards, Podcasts, and Digital Storytelling in ELL Classrooms." Computers in the Schools 29, no. 4 (2012): 320–38. http://dx.doi.org/10.1080/07380569.2012.734275.

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Alvarez, Claudio, Sadaf Salavati, Miguel Nussbaum, and Marcelo Milrad. "Collboard: Fostering new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards." Computers & Education 63 (April 2013): 368–79. http://dx.doi.org/10.1016/j.compedu.2012.12.019.

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Bennett, Sue, and Lori Lockyer. "A study of teachers’ integration of interactive whiteboards into four Australian primary school classrooms." Learning, Media and Technology 33, no. 4 (2008): 289–300. http://dx.doi.org/10.1080/17439880802497008.

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Mathews-Aydinli, Julie, and Fatih Elaziz. "Turkish students' and teachers' attitudes toward the use of interactive whiteboards in EFL classrooms." Computer Assisted Language Learning 23, no. 3 (2010): 235–52. http://dx.doi.org/10.1080/09588221003776781.

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Norris, Emma, Sandra Dunsmuir, Oliver Duke-Williams, Emmanuel Stamatakis, and Nicola Shelton. "Physically Active Lessons Improve Lesson Activity and On-Task Behavior: A Cluster-Randomized Controlled Trial of the “Virtual Traveller” Intervention." Health Education & Behavior 45, no. 6 (2018): 945–56. http://dx.doi.org/10.1177/1090198118762106.

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Background. Physically active lessons have not often been assessed with randomized controlled trials. Aims. Evaluate the effects of the “Virtual Traveller” (VT) intervention delivered using classroom interactive whiteboards on physical activity, on-task behavior, and student engagement. Methods. Participants were 219 children aged 8 to 9 years from 10 schools in Greater London, assessed in a cluster-randomized controlled trial between March 2015 and May 2016. For 6 weeks, intervention children received 10-minute VT sessions three times a week during math and English lessons (VT group: n = 113)

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Sakr, Mona, and Angela Scollan. "The screen and the sand-timer: The integration of the interactive whiteboard into an early years free-flow learning environment." Journal of Early Childhood Research 17, no. 3 (2019): 190–204. http://dx.doi.org/10.1177/1476718x19851538.

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This article aims to explore how the interactive whiteboard is situated in the social and material conditions of an early years free-flow learning environment. It examines how the affordances of the interactive whiteboard and the expectations of the surrounding classroom impact how activity involving the interactive whiteboard unfolds. It achieves this through an analysis of observations, documented through video, of how children enter into and exit from activities involving the interactive whiteboard during free-flow activity time. We share the different types of entrance and exit observed an

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Hucks, Darrell, Patrick Hickey, and Matthew Ragan. "Collaborations for Transformative Learning Experiences." International Journal of Cyber Ethics in Education 4, no. 1 (2016): 16–31. http://dx.doi.org/10.4018/ijcee.2016010102.

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The purpose of this exploratory action research study was to examine how the modeling by a collaborative team of instructors regarding technology integration and information literacy would affect the quality of the lessons that elementary teacher-education students designed and taught in their field placements. The research was conducted over two distinct years with two different cohorts of methods students placed at a local elementary school that had received new interactive whiteboards, SMART boards, in every classroom at the beginning of the previous school year. Based upon field-supervisor

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Stepanova, Marina I., Z. I. Sazanyuk, I. E. Aleksandrova, et al. "HYGIENIC REGULATION OF THE USE OF INTERACTIVE EQUIPMENT IN THE CLASSROOM IN KINDERGARTEN." Hygiene and sanitation 97, no. 3 (2018): 226–29. http://dx.doi.org/10.18821/0016-9900-2018-97-3-226-229.

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Introduction. The purpose of the study was to assess the hygienic impact of classes with using an interactive whiteboard and an interactive table on the functional state of the body of preschool children aged 6-7 years. Material and methods. The results of studies of the impact of classes using interactive equipment in kindergarten on the functional state of the body of children aged 6-7 years. The interactive whiteboard was used in all classes (two or three) during the day. Continuous duration of its use at each session did not exceed 5 minutes, in total - 15 minutes during play activities us

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Et.al, Haiza Hayati Baharudin. "The Advantages of Interactive Whiteboard Technology in the Development of Children’s Learning." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 842–45. http://dx.doi.org/10.17762/turcomat.v12i3.792.

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The use of Information and Communication Technology (ICT) in education is expanding with the development of related studies worldwide. The use of the Interactive Whiteboard (IWB) technology is one of the most widely used ICT technology equipment in the classroom. In this article I will discuss the advantages of using IWB in the classroom of early childhood education institutions or preschools which include active participation of children in learning, developing learning habits, improving achievement in learning and helping to improve children's literacy skills.

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Kubat, Ulas. "How do technological and physical conditions affect science courses?" Cypriot Journal of Educational Sciences 13, no. 2 (2018): 249–58. http://dx.doi.org/10.18844/cjes.v13i2.3358.

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The aim of this research is to examine the adequacy of tools and teaching materials as well as physical and technological conditions in science classes according to the views of science teachers. To this end, qualitative research methods are designed according to phenomenological design. The sample of the research consists of 16 science teachers working in the academic year of 2017–2018 in Mugla province. Semi-structured interview techniques were used to analyze the collected data using descriptive analysis. According to research findings, most of the interviewed teachers stated that class siz

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Simpson, Amber, Jodi Monroe, and Janel Raquet. "Board Game Frenzy." Teaching Children Mathematics 22, no. 2 (2015): 74–75. http://dx.doi.org/10.5951/teacchilmath.22.2.0074.

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What is your favorite board game? The problems below are based on popular games that can be played at home, within your classroom, or as part of family math nights at your school. We encourage you to send these problems home with students to promote mathematics learning with family members and peers outside the classroom. We recognize that these games may not be available in every classroom; you may want to display game board images on an interactive whiteboard in the classroom and as handouts for students to take home.

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Sampaio, Patrícia Alexandra da Silva Ribeiro. "Desenvolvimento profissional dos professores de Matemática: uma experiência de formação em TIC." Revista Portuguesa de Educação 29, no. 2 (2016): 209. http://dx.doi.org/10.21814/rpe.2987.

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A integração das TIC é uma prática que deverá ser tão natural ao professor como preparar aulas. No caso da Matemática, esta inclusão surge implícita nos programas oficiais, mas nem todos os docentes se sentem capazes. Neste texto apresenta-se uma experiência de formação sobre a utilização dos quadros interativos em contexto de sala de aula com 20 professores de Matemática, segundo o referencial TPACK da Matemática que considera não só competências tecnológicas, como pedagógicas, de conteúdo, contextuais e todas as relações que se estabelecem. Pretendeu-se investigar se, e de que forma, a forma

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Clara. N, Dr (Mrs ). Olele, and Augustine, Sandra Eberechukwu. "Usage of Interactive Whiteboard among Postgraduate Studentteachers in the 21st Century Classroom." IOSR Journal of Research & Method in Education (IOSRJRME) 07, no. 03 (2017): 34–38. http://dx.doi.org/10.9790/7388-0703053438.

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Ryan, Barbara, and Bronwen Cowie. "Exploring the use of an interactive whiteboard in a primary science classroom." Set: Research Information for Teachers, no. 1 (May 1, 2009): 43–48. http://dx.doi.org/10.18296/set.0470.

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Serow, Penelope, and Rosemary Callingham. "Levels of use of Interactive Whiteboard technology in the primary mathematics classroom." Technology, Pedagogy and Education 20, no. 2 (2011): 161–73. http://dx.doi.org/10.1080/1475939x.2011.588418.

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Redman, Christine, and John Terence Vincent. "Shared cognition facilitated by teacher use of interactive whiteboard technologies." Interactive Technology and Smart Education 12, no. 2 (2015): 74–89. http://dx.doi.org/10.1108/itse-12-2014-0037.

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Purpose – The purpose of this study is to examine questioning opportunities afforded by interactive whiteboards (IWBs) by highlighting pedagogical decisions enacted by teachers to ensure that they work with the wider affordances of the device. Design/methodology/approach – Three primary/elementary teachers participated in a study designed to identify the types of questions that teachers could enable, sustain and afford with an IWB. The teachers selected lessons to be videotaped. Pre- and post-lessons interviews were held with each teacher. Pre-lesson interviews sought the intent of the lesson

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Singh, Bushra S. P. "Using HiEduQual to Assess Student Satisfaction in Selected Higher Educational Institutions in North India." International Research in Education 4, no. 1 (2016): 67. http://dx.doi.org/10.5296/ire.v4i1.8439.

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<p><strong>Purpose - </strong>The purpose of this study is to assess the service quality gaps in 4 universities and 6 colleges in Chandigarh, Punjab and Haryana using the HiEduQual questionnaire.</p><p><strong>Methodology</strong> – Data collected from 256 first year students and 248 final year students was analysed using MS Excel and average expectations and perceptions score were obtained for all six dimensions namely, teaching, administrative services, academic facilities, campus infrastructure, support services and internationalization.</p>&l

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Hennessy, S. "The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue." Journal of Computer Assisted Learning 27, no. 6 (2011): 463–89. http://dx.doi.org/10.1111/j.1365-2729.2011.00416.x.

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Area-Moreira, Manuel, Víctor Hernández-Rivero, and Juan-José Sosa-Alonso. "Models of educational integration of ICTs in the classroom." Comunicar 24, no. 47 (2016): 79–87. http://dx.doi.org/10.3916/c47-2016-08.

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We present in this paper the results of a study analyzing the scope and use that teachers make of ICT in classrooms and schools with abundant availability of information and communication technologies: one computer per student, interactive whiteboards, multimedia projectors and internet access. The main goal of this study is to detect models or patterns of educational use of ICT resources available in classrooms related to some personal and professional characteristics of the teachers that took part in the study, such as gender, years of experience, educational stage, digital competence and de

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Hrynyayeva, Natalia, and Kateryna Kiriukha. "THE USE OF MODERN ICT IN CLASSROOM WORK IN THE FORMATION OF CIVIC AND PROFESSIONALLY ORIENTED FOREIGN COMPETENCE OF THE FUTURE FUTURE." Academic Notes Series Pedagogical Science 1, no. 192 (2021): 170–74. http://dx.doi.org/10.36550/2415-7988-2021-1-192-170-174.

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The article analyzes the use of modern ICT in classroom work in the integration of civic and foreign language competencies. During the study, a set of complementary methods was used, which allowed to analyze the theoretical and methodological developments of domestic and foreign scientists on this method of active training of future specialists in the food industry. The methodology of research work is based on theoretical methods of scientific knowledge. The purpose of the study is to theoretically substantiate and analyze the specifics of the use of modern ICT in classroom work in the formati

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Kershner, Ruth, Neil Mercer, Paul Warwick, and Judith Kleine Staarman. "Can the interactive whiteboard support young children’s collaborative communication and thinking in classroom science activities?" International Journal of Computer-Supported Collaborative Learning 5, no. 4 (2010): 359–83. http://dx.doi.org/10.1007/s11412-010-9096-2.

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