A CASE STUDY WITH ACADEMICIANS ABOUT USING AN INTERACTIVE WHITEBOARD ON CLASSROOMS

Year 2016, Volume: 11 Issue: 1, 23 - 35, 10.01.2016

Nihan Arslan Namlı , Mehmet Şahin Tuğçe Karataş

Abstract

In this research, it is aspiring to come up with academicians’ views on the IWB. Participant designated by purposive sampling, in order that academicians are using the IWB. Research performed by ten faculty members who work Çukurova University in the department of education. Interviews with five participants in the study have been done given a separate code for each participant in the transfer of sight "instructor_x" was used. A case study, which is one of the qualitative methods were chosen. In order to specify the reflection of the academicians, semi-structured interviews with six open-ended questions was carried out. The data were analyzed using content analysis method. The opinions of academicians have been provided with
quotations and thoughts. The results of the research, visual elements, texts, simulations, and animations can be used more effectively with the help of IWB. These boards help to attract the attention and provide more active participation of students. As for implications, academicians should experience this technology and learn the successful usage about it. So, it will be a guide for all educators. 

Keywords

Interactive Whiteboard, Interactive Smartboard, A case study, University use of Smartboards, Active Learning

LİSANS ÖĞRENCİLERİNİN AKILLI TAHTA KULLANIMI ÜZERİNE BİR NİTEL ÇALIŞMA

Abstract

Bu çalışmada akıllı tahta ile ilgili akademisyenlerin görüşlerini koymak amaçlanmıştır. Katılımcılar amaçlı örnekleme yoluyla belirlenmiştir. Çukurova Üniversitesi-Eğitim Fakültesi’nde beş öğretim üyesi ile gerçekleştirilmiştir. Çalışma beş katılımcı ile yapılan görüşmelerde kullanılan "öğretim_elemanı_x" kodları ile kodlanmıştır. Araştırmada durum çalışması kullanılmıştır. Altı açık uçlu soru ile yarı yapılandırılmış görüşmeler yapılmıştır. Elde edilen veriler nitel çalışma yöntemlerinden biri olan içerik analizi yöntemi kullanılarak analiz edilmiştir. Öneriler, ilgili araştırma bulgularına dayalı olarak araştırmacılar için yapılmıştır. Doküman analizi yapılmış olup, görsel unsurlar, metinler, simülasyonlar ve animasyonlar akıllı tahta yardımı ile daha etkin kullanılabilmektedir.
Akademisyenler bu teknolojiyi verimli kullanmayı öğrenmelidirler.
Yani, bu çalışma eğitimciler için yol gösterici bir kaynak olarak
düşünülmektedir. 

Keywords

İnteraktif Tahta, Etkileşimli Akıllı Tahta, Durum Çalışması, Fakültelerde Akıllı Tahta Kullanımı, Etkin Öğrenme

References

• 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., and Prakinson, J., (2005). Beyond the ‘wow’ factor: Developing interactivity with the interactive whiteboard. School Science Review, 86(3), 97-103.
• BECTA, (2006). Teaching interactively with electronic whiteboards in the primary phase. Retrieved October 18, 2009, from. http://publications.becta.org.uk/download.cfm?resID=25918.
• Beeland, W., (2002). Student engagement, visual learning, and technology: can interactive whiteboards help? Action Research Exchange, 7. Retrieved December 9, 2012, from Valdosta State University.
• Bell, M.A., (1998). Teachers’ perceptions regarding the use of the interactive electronic whiteboard in instruction. Retrieved March 12, 2010, from http://downloads01.smarttech.com/media/sitecore/en/pdf/research_library/k- 12/teachers_perceptions_regarding_the_use_of_the_interactive_electronic_whiteboard_in_instruction.pdf.
• Bell, M.A., (2002). Teacher feature: Why use an interactive whiteboard? A baker’s a dozen reasons! Teachers.net Gazette, 3 (1). Retrieved November 22, 2009, from. http://teachers.net/gazette/JAN02/mabell.html
• Cogill, J., (2002). How is interactive whiteboard being used in the primary school and how does it affect teachers and teaching. Retrieved November 6, 2009, from. www.virtuallearning.org.uk/whiteboards/IFS_Interactive_ whiteboards_in_the_primary_school.pdf.
• Earle, S., (2004). Using and inler^ictive whiteboard to improve science-specific skills. Primary Science Review, 85, 18-20.
• Gillen, J., Staarman, J.K., Littleton, K., Mercer, N., and Twiner, A., (2006). A “learning revolution”? Investigating pedagogic practices around interactive whiteboards in British Primary Classrooms. Area Conference (pp. 48-58). San Francisco: Centre for Research in Education and Educational Technology. Retrieved July 13, 2012, from.
• http://www.educ.cam.ac.uk/research/projects/iwb/AERA2006.pdf
• Gillen, J., Littleton, K., Twiner, A., Staarman, J., and Mercer, N., (2008). Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. Journal of Computer Assisted Learning, 24(4), 348-58. http://dx.doi.org/10.1111/j.1365-2729.2007.00269.x.
• Glover, D. and Miller, D., (2001). Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school, Journal of Information Technology for Teacher Education, 10(3), 257-276.
• Glover, D., Miller, D., Averis, D., and Door, V., (2005). The interactive whiteboard: A literature survey. Technology, Pedagogy and Education, 14(2), 155-170. http://dx.doi.org/10.1080/14759390500200199.
• Glover, D., Miller, D., Averis, D., and Door, V., (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and modern languages: An empirical analysis from the secondary sector. Learning, Media, and Technology, 32(1), 5-20.
• Greiffenhagen, C., (2002). Out of the office in the school: electronic whiteboards for education. Oxford: Oxford University, Computing Laboratory.
• Holmes, K., (2009). Planning to teach with digital tools: Introducing the interactive whiteboard to pre-service secondary mathematics teachers. Australasian Journal of Educational Technology, 25(3), 351-365. http://www.ascilite.org.au/ajet/ajet25/holmes.html
• Levy, P., (2002). Interactive Whiteboards in learning and teaching in two Sheffield schools: a developmental study. Sheffield: Department of Information Studies, University of Sheffield.
• Marks, H., (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184.
• Miller, D. and Glover, D., (2002). The interactive whiteboard as a force for pedagogic change: The experience of five elementary schools in an English education authority. Information Technology in Childhood Education Annual, 2002, 5-9. http://www.editlib.org/p/10762 [also at http://www.highbeam.com/doc/1G1-91564847.html].
• Miller, D., Glover, D., and Averis, D., (2005). Developing pedagogic skills for the use of the interactive whiteboard in mathematics. British Educational Research Association, Glamorgan. http://www.keele.ac.uk/media/keele university/fachumsocsci/sclpppp/education/interactivewhiteboard/BERA%20Paper%20Sep%202005.pdf.
• Morgan, G.L., (2008). Improving student engagement: use of the interactive whiteboard as an instructional tool to improve engagement and behavior in the junior high school classroom, Ph.D., school of education, Liberty University.
• Moss, G., Jewitt, C., Levačić, R., Armstrong, V., Cardini, A., and Castle, F., (2007). Interactive Whiteboards, Pedagogy, and Pupil Performance: An Evaluation of the Schools Whiteboard Expansion Project (London Challenge). London: Department for Education and Skills/Institute of Education, University of London.
• Osborne, I., (1994). Coming to terms with ihe unnatural-ildren's understanding of astronomy. Primary Science Review. J/, 19-2.
• Saltan, F., Arslan, K., and Gök, A., (2010). Teachers’ acceptance of interactive whiteboards: 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.
• Schmid, E.C., (2008). Potential pedagogical benefits and drawbacks of multimedia use in the English language classroom equipped with interactive whiteboard technology. Computers & Education, 51(4), 1553-1568. http://dx.doi.org/10.1016/j.compedu.2008.02.005
• Shenton, A. and Pagett, L., (2007). From "bored" to screen: The use of the interactive whiteboard for literacy in six primary classrooms in England. Literacy, 41(3), 129-136. http://dx.doi.org/10.1111/j.1467-9345.2007.00475.x
• Slay, H., Siebörger, I., and Hodgkinson-Williams, C., (2008). Interactive whiteboards: Real beauty or just “lipstick? Computers & Education, 51, 1321-1341.
• SMART Technologies, I., (2006, March). Interactive whiteboards and learning.
• Smith, H., J., Higgins, S., Wall, K., and Miller, J., (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 91-101.
• Smith, F., Hardman, F., and Higgins, S., (2006). The impact of interactive whiteboards on teacher-pupil interaction in the national literacy and numeracy strategies. British Educational Research Journal, 32(3), 443-457.
• Smith, L., (2008). An investigation into the effect of an NATE/Becta training program on the use of interactive whiteboards in teaching and learning in Secondary English. English in Education. 42(3), 269-282.
• Somyürek, S., Atasoy, B., and Özdemir, S., (2009). Board’s IQ: What makes a board smart? Computers & Education, 53(2), 368-374
• Torff, B. and Tirotta, R., (2010). Interactive whiteboards produce small gains in elementary students’ self-reported motivation in mathematics. Computers & Education, 54, 379–383.
• Türel, Y.K., (2010). Developing teachers’ utilization of interactive whiteboards. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010, Chesapeake, VA: AACE. (Pp. 3049-3054).
• Wall, K., Higgins, S., and Smith, H., (2005). The visual helps me understand the complicated things: Pupil views of teaching and learning with interactive whiteboards. British Journal of Educational Technology, 36(5), 851–867.
• Wood, R. and Ashfield, J., (2008). The use of interactive whiteboard for creative teaching and learning in literacy and mathematics: A case study. British Journal of Educational Technology, 39(1), 84–96.