The Effect of the Interactive Functions of Whiteboards on Elementary Students' Learning

Autor/inn/en	Luo, Yi-Fang; Yang, Shu Ching
Titel	The Effect of the Interactive Functions of Whiteboards on Elementary Students' Learning
Quelle	In: Journal of Educational Computing Research, 54 (2016) 5, S.680-700 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633115628032
Schlagwörter	Teaching Methods; Elementary School Students; Educational Technology; Technology Uses in Education; Interactive Video; Bulletin Boards; Student Attitudes; Positive Attitudes; Instructional Effectiveness; Hypothesis Testing; Foreign Countries; Student Surveys; Factor Analysis; Likert Scales; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktives Video; Wandzeitung; Schülerverhalten; Unterrichtserfolg; Hypothesenprüfung; Hypothesentest; Ausland; Schülerbefragung; Faktorenanalyse; Likert-Skala; Statistische Analyse
Abstract	In recent years, the interactive whiteboard (IWB) has been regarded as the most prominent information and communication technology auxiliary instruction device. It is touted as elevating the traditional teaching environment to a digital teaching environment because of its highly interactive features. The purpose of this study is to investigate elementary students' perceptions of their teachers' use of the different IWBs' interactive functions in class and the effect of different IWB's interactive uses on students' learning attitudes. The findings showed that teachers' use of the IWBs' basic interactive function helps students develop positive learning attitudes, including enjoyment of learning, usefulness of IWB, and willingness to learn. However, such effects from the use of the IWB's advanced interactive functions were not as clear, particularly the effects on usefulness of IWB and willingness to learn. Moreover, the students' personal experience operating the IWB had an effect on their enjoyment of learning and willingness to learn. The article concludes by offering some recommendations concerning integrating the IWB into instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01