《基于交互式白板的初中语文教学策略研究》课题研究综述

教育技术能力是教师专业素质的必要组成部分,教育技术的有效应用对于推进教育信息化、促进教育改革和实施国家课程标准,对于优化教学过程、培养创新型人才,都起着极其重要的作用。交互式白板作为一种新的教育媒体与技术,已经走入义务教育农村中小学课堂。以初中语文教学为例,探讨了交互式白板在学科教学中的运用。     

中职计算机交互式电子白板的案列分析

随着我国经济实力的不断增强,电子信息技术也得到了快速地发展。交互式电子白板作为一种新型教学媒体,有着非常实用的交互功能。交互式电子白板在教育领域内发挥着重大的作用,是教学中非常重要工具,其教学的资源非常丰富极大的便捷了课堂的教学。本文通过首先分析了在交互式电子白板环境下,中职计算机交互式电子白板的应用现状分析,紧接着提到中职计算机交互式电子白板的运用方式和效果。并对如何利用系统资源实施计算机专业项目化教学提出了利用白板的功能以及其特点,增强计算机教学的实效性,提高学生解决问题和合作学习的能力。     

巧用电子白板,凸现教学效果

近几年,随着交互式电子白板技术的不断成熟,越来越多的教师开始熟悉白板、使用白板。合理使用白板,能极大地解放教师,促进教师专业发展。而广大教师最关心的,是如何使用交互式电子白板达成有效教学。下面,我将通过实例阐述一些常用功能(以英国     

巧用电子白板，凸现教学效果

近几年,随着交互式电子白板技术的不断成熟,越来越多的教师开始熟悉白板、使用白板.合理使用白板,能极大地解放教师,促进教师专业发展.而广大教师最关心的,是如何使用交互式电子白板达成有效教学.下面,我将通过实例阐述一些常用功能(以英国普罗米修斯公司的ACTIVboard、软件Activstudio V3.7为例).     

例谈交互式电子白板在小学数学中的应用

交互式电子白板是电子感应白板(硬件)和白板操作系统(软件)的集成。它既保留了普通白板和多媒体展示等计算机功能,又可以实现在传统白板功能下与其他教育资源交互,以及师生交互和生生交互的作用。特别是交互式电子白板配套专用的学科功能,使教学更加专业化、规范化。教师在日常教学过程中合理而巧妙地利用交互式白板,既能有效地传递知识,也能激发学生学习兴趣,有利于构造有经历、有体验、有思考、有分享的和谐课堂。     

交互式白板——跨越传统课堂和未来教室的桥梁

随着交互式白板在课堂教学中的应用,越来越多的教师对这一工具产生了浓厚的兴趣.然而,交互式白板种类繁多,相配套的软件功能和作用也存在着较大差异.此文将为一线教师能够简明扼要、系统全面地认识并应用这一教学工具提供引导,并带来了国外教师同行对于此工具应用之后的切身感受.此外,更为详尽的互动白板技术与应用案例,请持续关注本刊<技术与应用>栏目的"白板专区".     

浅谈幼儿园电子白板与英语教学的整合

交互式电子白板的应用改变了传统的教学模式,开创了新的教学结构,打造了新的教学模式,为实施新课程标准提供了现代化的教学手段。真正实现了利用信息技术媒体创新的交互式的课堂教学模式。白板使丰富的主题资源在幼儿园教学中能充分地发挥其应有的效能,让英语教学更加生动精彩,同时也让幼儿积极地参与到教学当中,提高了他们学习的自主性和积极性。但也发现在使用白板的过程中也存在不足的地方,希望能和大家一起探讨,最终能够使电子白板与英语教学的整合更加完美。     

交互式白板——跨越传统课堂和未来教室的桥梁

随着交互式白板在课堂教学中的应用,越来越多的教师对这一工具产生了浓厚的兴趣。然而,交互式白板种类繁多,相配套的软件功能和作用也存在着较大差异。此文将为一线教师能够简明扼要、系统全面地认识并应用这一教学工具提供引导,并带来了国外教师同行对于此工具应用之后的切身感受。此外,更为详尽的互动白板技术与应用案例,     

电子白板让历史课教学活起来

作为一名历史与社会教师,我在运用交互式白板过程中,感受到了许多惊喜,进一步熟悉白板教学后,轻松实现了历史课的直观性教学以及课堂中的互动性,目前个人积累了一些不成熟的经验希望能够与大家分享,也希望有更多使用交互式白板教学的同行朋友们能将自己的经验进行交流,一起将信息技术真正地融入到课程教学当中,让我们的课堂教学更有效、更轻松,更贴近现代教育技术的教学理念。     

黑白之争,孰重孰轻——基于电子白板环境下的英语教学实践与思考

课堂教学正在经历从黑板到交互白板的历史演进,它的灵活性、工具性,交互性,正强有力地证明着交互白板终将替代黑板成为课堂教学的主流技术,它极大地推动了学校教学信息化的进程.本文从交互式电子白板在小学英语课堂教学中应用的角度进行阐述,明确指出白板强大功能的优势所在.     

Interactive whiteboards produce small gains in elementary students’ self-reported motivation in mathematics

A treatment/control study (N = 773) was conducted to determine the extent to which use of interactive whiteboard technology (IWB) was associated with upper elementary students’ self-reported level of motivation in mathematics. Students in the treatment group reported higher levels of motivation relative to control students, but the effect was extremely weak. Students with teachers who were more supportive of IWB technology reported higher motivation levels (compared to students of teachers who were less supportive), but this effect also was very small. Claims about the motivation-enhancing effects of the IWB are not baseless, but they appear to be somewhat overstated. Research is needed to determine how IWB-use is associated with academic performance, and also to examine how teachers use the IWB and how this usage could be strengthened.     

An interactive whiteboard student survey: Development,validity and reliability

The interactive whiteboard (IWB) has become a popular technology for instructors over the last decade. Though research asserts that the IWBs facilitate learning in different ways, there is a lack of studies examining actual IWB use in classroom settings based on learners’ perspectives by means of valid instruments. The purpose of this study is to develop a valid and reliable interactive whiteboard student survey in order to evaluate the IWB use based on perceptions of students who have been taught with IWBs. In establishing the theoretical base of the survey, the Technology Acceptance Model (TAM) and constructivist learning theories were considered. In addition, with respect to IWB use in classrooms, a number of studies emanated from countries such as the UK, the USA, and Australia were examined, and similar research questionnaires and findings and also reflections of students about IWBs were utilized to create an item pool. A 39-item survey was conducted among middle school students (N = 263) from the city of Istanbul in Turkey. Collected data was exposed to exploratory factor analysis and resulted in a 26-item, three-factor survey, whose factors were named as the perceived efficiency of IWB, perceived learning contribution and motivation, and the perceived negative effects of IWB. The results of the analyses illustrated that this new IWB student scale, which explains 50% of the total variance with a good level of Cronbach’s Alpha coefficient (0.93) is a valid and reliable instrument designed specifically for measuring the use of IWBs in real classroom settings. Besides, theoretical foundations of interactive whiteboard use, the development process of the instrument, and results of validity and reliability analyses were discussed in detail.     

Honeymoon with IWBs: A qualitative insight in primary students' views on instruction with interactive whiteboard

The main purpose of this study was to investigate the views of primary students about interactive whiteboard [IWB] use in their classes from attitudinal and pedagogical perspectives. Research was designed as an empirical approach to phenomenology. Data was collected from fifty primary students (fourth to eighth) through focus group interviews. Nvivo 9 qualitative data analysis software was used to analyze data. Results showed that students like instruction with IWB especially for such reasons/capabilities as practical and economical use, better visual presentation, and test-based use. Students were predominantly uncomfortable with the technical problems. They believed that instruction with IWB positively impacted their learning especially because of visualization and contextualization, effective presentation, test-based use, and motivational factors. Finally it was inferred that IWBs were not used to their full potential, and both technical problems and common practices indicated that teachers were still at an initial stage of transmission to instruction with IWB and they needed both technical and pedagogical training.     

Data-driven visualization and group analysis of multichannel EEG coherence with functional units

A typical data-driven visualization of electroencephalography (EEG) coherence is a graph layout, with vertices representing electrodes and edges representing significant coherences between electrode signals. A drawback of this layout is its visual clutter for multichannel EEG. To reduce clutter, we define a functional unit (FU) as a data-driven region of interest (ROI). An FU is a spatially connected set of electrodes recording pairwise significantly coherent signals, represented in the coherence graph by a spatially connected clique. Earlier we presented two methods to detect FUs: a maximal clique based (MCB) method (time complexity O(3n/3), with n being the number of vertices) and a more efficient watershed based (WB) method (time complexity O (n2 log n)). To reduce the potential over-segmentation of the WB method, we introduce here an improved WB (IWB) method (time complexity O(n2 log n)). The IWB method merges basins representing FUs during the segmentation if they are spatially connected and if their union is a clique. The WB and IWB methods are both up to a factor of 100,000 faster than the MCB method for a typical multichannel setting with 128 EEG channels, thus making interactive visualization of multichannel EEG coherence possible. Results show that considering the MCB method as the gold standard, the difference between IWB and MCB FU maps is smaller than between WB and MCB FU maps. We also introduce two novel group maps for data-driven group analysis as extensions of the IWB method. First, the group mean coherence map preserves dominant features from a collection of individual FU maps. Second, the group FU size map visualizes the average FU size per electrode across a collection of individual FU maps. Finally, we employ an extensive case study to evaluate the IWB FU map and the two new group maps for data-driven group analysis. Results, in accordance with the conventional findings, indicate differences in EEG coherence between younger and older adults. However, they also suggest that an initial selection of hypothesis-driven ROIs could be extended with additional data-driven ROIs.     

Honeymoon with IWBs: A qualitative insight in primary students' views on instruction with interactive whiteboard

The main purpose of this study was to investigate the views of primary students about interactive whiteboard [IWB] use in their classes from attitudinal and pedagogical perspectives. Research was designed as an empirical approach to phenomenology. Data was collected from fifty primary students (fourth to eighth) through focus group interviews. Nvivo 9 qualitative data analysis software was used to analyze data. Results showed that students like instruction with IWB especially for such reasons/capabilities as practical and economical use, better visual presentation, and test-based use. Students were predominantly uncomfortable with the technical problems. They believed that instruction with IWB positively impacted their learning especially because of visualization and contextualization, effective presentation, test-based use, and motivational factors. Finally it was inferred that IWBs were not used to their full potential, and both technical problems and common practices indicated that teachers were still at an initial stage of transmission to instruction with IWB and they needed both technical and pedagogical training.     

The Digital Learning Classroom: Improving English Language Learners’ academic success in mathematics and reading using interactive whiteboard technology

This study presents the findings from the first-year evaluation of the Round Rock Independent School District’s (ISD) Digital Learning Classroom project, an initiative focused on the improvement of English Language Learners’ (ELL) learning using interactive whiteboard (IWB) technology. An objective of the evaluation was to determine the extent IWB technology could foster performance parity in academic achievement between ELL and regular students, that is, reduce the student achievement gap between these two student groups in 3rd and 5th grade mathematics and reading. These grade levels and subjects were the primary focus of the project because students in grades 3 and 5 that do not pass the state’s standardized assessments in mathematics and reading cannot be promoted to the next grade level and therefore, these are “high stakes” tests for students. A second evaluation objective was to determine whether and the extent to which the Digital Learning Classroom could increase ELL students’ academic learning relative to that of ELL students in traditional classrooms (i.e., without IWBs). Using a quasi-experimental design, the results strongly indicate that IWBs can foster performance parity thereby closing the achievement gap between ELL and regular students while increasing ELL student achievement. Pedagogical implications for teachers of ELL students within the context of Digital Learning Classroom project implementation are presented, as well as recommendations for future study of the Digital Learning Classroom in ELL classroom settings.     

In the mind and in the technology: The vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard

The focus of research into the use of the interactive whiteboard (IWB) in the classroom has been largely in relation to teacher–pupil interaction, with very little consideration of its possible use as a tool for pupils’ collaborative endeavour. This paper is based upon an ESRC-funded project,¹ which considers how pupils use the interactive whiteboard when working together on science-related activities. It provides an analysis of video and other data from science lessons in UK Years 4 and 5 primary classrooms (pupils aged 8–10 years). Concentrating on a series of lessons constructed by three (out of 12) of the project teachers, together with their written and spoken commentaries, it takes each set of lessons as a case for study and comparison.     

The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue

This paper explores how the interactive whiteboard (IWB) might be harnessed to support student learning through classroom dialogue. This powerful and increasingly prevalent technology opens up opportunities for learners to generate, modify, and evaluate new ideas, through multimodal interaction along with talk. Its use can thereby support rich new forms of dialogue that highlight differences between perspectives, and make ideas and reasoning processes more explicit. The emerging account builds upon Bahktin's conception of dialogue and Wegerif's notion of technology ‘opening up a dialogic space for reflection’, but foregrounds the role of mediating artefacts. Classroom dialogue in the context of IWB use is construed as being facilitated by teachers and learners constructing digitally represented knowledge artefacts together. These visible, dynamic, and constantly evolving resources constitute interim records of activity and act as supportive devices for learners' emerging thinking, rather than finished products of dialogue. This primarily theoretical account is illustrated with examples from case studies of UK classroom practice. Analysing lessons in sequence has illuminated how teachers can exploit the IWB through cumulative interaction with a succession of linked digital resources, and through archiving and revisiting earlier artefacts. The tool thereby helps to support the progression of dialogue over time, across settings and even across learner groups. In sum, the article reframes the notion of dialogue for this new context in which students are actively creating and directly manipulating digital artefacts, and offers some practical examples.     

Determinants of Innovative Work Behaviour: Development and Test of an Integrated Model

In this study, we developed and tested a causal model to predict innovative work behaviour (IWB) integrating the literatures on psychological contract, job design and organizational justice. Two hundred and four employees from Irish manufacturing organizations participated in the study, and we collected data using a survey questionnaire. The psychological contract variable of perceived obligation to innovate, job autonomy and pay showed direct effects on IWB. In addition, pay and job autonomy also had indirect effects on IWB through the mediating variable of psychological contract – perceived obligation to innovate. The organizational process of meritocracy, equity perceptions and procedural justice perceptions influenced IWB through the mediating variables of psychological contract, although none of these variables influenced IWB directly. Overall, the results indicated good support for the integrative model and provided support for the crucial role played by psychological contract in influencing IWB. Implications are discussed.     

Can the interactive whiteboard support young children’s collaborative communication and thinking in classroom science activities?

Interactive whiteboards (IWBs) have been widely introduced to English primary schools (5–11 years) in the last decade and this has generated much research interest. In the past, research has focused on IWB-use in teacher-led sessions, attending particularly to the nature of teacher-pupil interaction at the IWB and the apparent motivational advantages for children. In contrast, this study focuses on children’s communication and thinking during their semi-autonomous use of the IWB during collaborative groupwork in primary school science lessons, aiming in part to see if the IWB is suited to this type of use. Over the course of one school year, twelve primary teachers of Years 4 and 5 (8–10 years) took part in a professional development and research programme which involved them in devising a sequence of three science lessons incorporating small-group activity at the IWB. The functionality of the IWB is analysed here as means for supporting the children’s joint communication and thinking, using embedded cues and the availability of certain features in the IWB technology. Our observational analysis of two examples of children’s collaborative activity in different classrooms, together with subsequent group interviews, suggests that the IWB can make some identifiable contributions to children’s productive communication and thinking. However the IWB is not seen to be an entirely distinctive or pedagogically transformative learning resource in the primary classroom. In our developing conceptual framework, the children’s knowledge building is closely related to their active engagement in using IWB affordances and their productive dialogue, essentially supported by the teacher’s scaffolding strategies, the establishment and use of “talk rules” in conversation, and the opportunities and constraints applying in classroom participation structures. These conditions help the children to deal with interconnected social, cognitive, and technical problems arising over time. Certain aspects of this form of computer-supported collaborative learning (CSCL) are discussed. These relate to the integration of the IWB with other classroom learning systems and resources, and to the nature of progression in children’s activity and learning with this new type of highly integrated system of CSCL.