Akıllı Tahtalar Ve Öğretim Uygulamaları/Smart Boards And Their Instructional Uses

Year 2011, Volume: 8 Issue: 15, 457 - 472, 17.03.2014

Tufan Adigüzel Neşe Gürbulak Hakan Sariçayir

Abstract

Özet

Günümüz dünyasında bilgi ve iletişim teknolojileri kullanımı ve üretimi hızla yayılmakta, ve bu yeni teknolojiler eğitim de dahil olmak üzere uygulama alanlarını hızla değiştirmektedir. Bu değişimle birlikte, öğretme ve öğrenmeye yönelik beklentiler artmış ve yeni yaklaşımlar ortaya çıkmaya başlamıştır. Bu makale, teknolojinin eğitim üzerindeki etkinliğini ve yeni bir teknoloji olan akıllı tahtaların (Smart Boards or Interactive White Boards) öğrenme ve öğretime sağladığı katkıları gösteren bir tarama çalışmasıdır. Literatürde bu teknoloji ile ilgili deneysel olarak son derece az araştırma bulunsa da, bu çalışmada akıllı tahtalar teknik ve uygulama açısından detaylı şekilde tanıtılmış ve sınıf içi kullanımlarında hangi durumlarda etkili olabilecekleri değerlendirilmiştir. Ayrıca, akıllı tahtaların anaokulu, ilk ve ortaöğretim, üniversite gibi çeşitli yaş seviyelerindeki öğrenciler üzerinde  ve Fen bilgisi, Matematik ve dil öğrenimi alanlarında etkinliğini ve eğitim ortamını nasıl zenginleştirdiğini ölçen çalışmalar incelenmiştir. Bunların yanı sıra, akıllı tahtaların, engelli bireylerin ve maddi yetersizlikler sebebiyle iyi bir eğitim almakta sorun yaşayan öğrencilerin eğitimine sağladığı kolaylıklara da değinilmiştir. Eğitimcilerin bu gibi yeni teknolojileri ve kullanıldıkları öğrenme ortamlarını tanımaları ve bu ortamlardan edinilmiş deneyimleri öğrenmeleri gerekmektedir. Bu bakımdan bu çalışmanın yol gösterici olacağı düşünülmektedir.

Anahtar Kelimeler: Eğitim Teknolojisi, Akıllı Tahta, Etkileşimli Beyaz Tahta, Etkileşimli Öğrenme Ortamı

Abstract

The increasing use and production of information and communication technologies (ICT) have changed educational practice and research settings requiring a variety of resources and tools, many of which utilize associated new technologies and approaches. This study examined one of these new technologies, smart boards or interactive white boards, and discussed their influences on learning and instruction. Although very little empirical research exists in the literature, this study explained the technical and practical functions of smart boards in detail and illustrated how effective they can be utilized in classroom settings. The research that studied how this technology enriches the instructional environments in Science, Math and Language Learning at primary, secondary and university levels were also included in this study. Furthermore, this review demonstrated how smart boards help- disabled students and the ones with financial problems, get less restrictive and better education. Educators should experience this new technology with its applied environments and learn the successful practices about it. Therefore, this study is thought as an instructive and guiding resource for all instructors and learners.

Key Words: Educational Technology, Smart Board, Interactive White Board, Interactive Learning Environment

Keywords

Eğitim Teknolojisi, Akıllı Tahta, Etkileşimli Beyaz Tahta, Etkileşimli Öğrenme Ortamı

References

• Kaynakça
• Bacon, S. M., & Finnemann, M. D. (1990). “A study of attitudes, motives and strategies of university foreign language students and their disposition to authentic oral and written input”. Modern Language Journal, 74(4), 459–473.
• Beauchamp, G. (2004). “Teacher use of the interactive whiteboard in primary schools: Towards an effective transition framework. Technology”, Pedagogy and Education 13(3), 327-348.
• Beauchamp, G., & Parkinson, J. (2005). “Beyond the 'wow' factor: developing interactivity with the interactive whiteboard”. School Science Review, 86(316), 97-103.
• Collins, B. C., Gast, D. L., Wolery, M., Holcombe, A., & Leatherby, J. G. (1991). “Using constant time delay to teach self-feeding to young students with severe/profound handicaps: Evidence of limited effectiveness”. Journal of Developmental and Physical Disabilities, 3, 157-178.
• Feasy, R. (2004). “Thinking and working scientifically”, (pp. 44-87). In Skamp, K. (Ed.), Teaching primary science constructively (l2nd ed.). Southbank Victoria: Thomson.
• Gerard, F., & Widener, J. (1999). “A SMARTer way to teach foreign language: The SMART board interactive whiteboard as a language learning tool”. Retrieved August 23, 2010, from http://edcompass.smarttech.com/en/learning/research/SBforeignlanguageclass.pdf
• Gürel, G., Ülgen, E., Çağıltay, K., Yıldırım, S. (2007). “Problems and expectations of instructors in terms of technology use in higher education: A descriptive study”. Proceedings of the 32nd IUT (Improving University Teaching) Conference. Jaen, Spain.
• Hall, J., Chamblee, G., & Hughes, T. (2008). “Teacher perceptions of interactive whiteboards: A comparison of users and future-users in high school and middle school mathematics”. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2008 (pp. 4461- 4467). Chesapeake, VA: AACE.
• Harlan, J. D., & Rivkin, M. S. (2000). Science experiences for the early childhood years:An integrated approach. Upper Saddle River, NJ: Pearson Education Inc.
• Judge, S. L. (2001). “Computer applications in programs for young children with disabilities: Current status and future directions.” Journal of Special Education Technology, 16, 29-30.
• Kennewell, S., & Morgan, A. (2003). S”tudent teachers' experiences and attitudes towards using interactive whiteboards in the teaching and learning of young children”. In J. Wright, A. McDougall, J. Murnane, & J. Lowe (Eds.), Young children and learning technologies (pp. 71-76). Sydney: Australian Computer Society.
• Kent, P. (2004). “Smartboards: Interactive whiteboards in classrooms”. Retrieved August 9, 2010 from http://www.eastchester.k12.ny.us/schools/hs/teachers/blaser/documents/SMART
• BoardsInteractiveWhiteBoardsintheClassroom.pdf
• Lee, M., & Boyle, M. (2003). The educational effects and implications of the interactive whiteboard strategy of Richardson Primary School: A brief review. Retrieved August 23, 2010, from http://richardsonps.act.edu.au/RichardsonReview_Grey.pdf
• Mechling, L. C., Gast, D. L., & Krupa, K. (2007). “Impact of SMART board technology: An investigation of sight word reading and observational learning”. Journal of Autism and Developmental Disorders, 37, 1869-1882.
• Minor, B., Bracken, M., Geisel, P., & Unger, S. (2006). SMART boards in the classroom: The Influence of interactive boards in education. Retrieved August 16, 2010, from http://tiger.towson.edu/users/sunger2/smart_boards_in_the_classroom.htm
• Moffatt, K. (2000). EGEMS – Electronic games for education in Math and Science: Evaluating the use of a SMART board to teach transformation geometry using Super Tangrams.
• Okolo, C. M., Bahr, C. M., & Rieth, H. J. (1993). “A retrospective review of computer-based instruction”. Journal of Special Education Technology, 12, 1-27.
• Pennington, M. C (1996). The power of CALL. Houston, TX: Athelstan Publications.
• Preston, C., & Mowbray, L. (2008). “Use of SMART boards for teaching, learning and assessment in kindergarten science”. Teaching Science, 54(2), 50-53.
• Salinitri, G., Smith, K., & Clovis, C. (2002). The aural enabler: Creating a way for special needs kids to participate in the classroom lesson. Retrieved August 17, 2010, from http://downloads.smarttech.com/media/sitecore/en/pdf/research_library/special_ed/the_aural_enabler.pdf
• Saltan, F. (2010). “Teachers' acceptance of interactive white boards: A case study”. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 2360-2365). Chesapeake, VA: AACE.
• Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005) “Interactive whiteboards: Boon or bandwagon? A critical review of the literature”. Journal of Computer Assisted Learning, 21(2), 91–101.
• Smith, L. (2008). “An investigation into the effect of a NATE/Becta training programme on the use of interactive whiteboards in teaching and learning in Secondary English”. English in Education, 42(3), 269-282.
• Starkings, S., & Krause, L. (2008). “Chalkboard to smartboard – maths going green?” MSOR Connections, 7(4), 13-15.