Leading changed classroom culture — the impact of interactive whiteboards

2007 ◽  
Vol 21 (3) ◽  
pp. 21-24 ◽  
Author(s):  
Derek Glover ◽  
David Miller
Keyword(s):  
Interactive Whiteboards ◽  
Classroom Culture ◽  
The Impact

scholarly journals Using paired teaching for earthquake education in schools

2021 ◽  
Vol 4 (2) ◽  
pp. 281-295
Author(s):  
Solmaz Mohadjer ◽  
Sebastian G. Mutz ◽  
Matthew Kemp ◽  
Sophie J. Gill ◽  
Anatoly Ischuk ◽  
...  
Keyword(s):  
Plate Tectonics ◽  
Seismic Energy ◽  
Classroom Culture ◽  
Mitigation Measures ◽  
Plate Boundaries ◽  
Earthquake Hazards ◽  
The Difference ◽  
Earth’S Interior ◽  
The Impact ◽  
Earth's Interior

Abstract. In this study, we have created 10 geoscience video lessons that follow the paired-teaching pedagogical approach. This method is used to supplement the standard school curriculum with video lessons, instructed by geoscientists from around the world, coupled with activities carried out under the guidance of classroom teachers. The video lessons introduce students to the scientific concepts behind earthquakes (e.g. the Earth's interior, plate tectonics, faulting, and seismic energy), earthquake hazards, and mitigation measures (e.g. liquefaction, structural, and non-structural earthquake hazards). These concepts are taught through hands-on learning, where students use everyday materials to build models to visualize basic Earth processes that produce earthquakes and explore the effects of different hazards. To evaluate the effectiveness of these virtual lessons, we tested our videos in school classrooms in Dushanbe (Tajikistan) and London (United Kingdom). Before and after the video implementations, students completed questionnaires that probed their knowledge on topics covered by each video, including the Earth's interior, tectonic plate boundaries, and non-structural hazards. Our assessment results indicate that, while the paired-teaching video lessons appear to enhance student knowledge and understanding of some concepts (e.g. Earth's interior, earthquake location forecasting, and non-structural hazards), they bring little change to their views on the causes of earthquakes and their relation to plate boundaries. In general, the difference between UK and Tajik students' level of knowledge prior to and after video testing is more significant than the difference between pre- and post-knowledge for each group. This could be due to several factors affecting curriculum testing (e.g. level of teachers' participation and classroom culture) and students' learning of content (e.g. pre-existing hazards knowledge and experience). To maximize the impact of school-based risk reduction education, curriculum developers must move beyond innovative content and pedagogical approaches, take classroom culture into consideration, and instil skills needed for participatory learning and discovery.

“Everybody has something”: One teacher’s beliefs about musical ability and their connection to teaching practice and classroom culture

2018 ◽  
Vol 41 (2) ◽  
pp. 189-205 ◽  
Author(s):  
Heather Nelson Shouldice
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Music Educators ◽  
Classroom Culture ◽  
Musical Ability ◽  
Musical Achievement ◽  
Teacher's Beliefs ◽  
The Impact

The purpose of this case study was to explore one elementary music teacher’s beliefs about the nature of musical ability and the ways in which these beliefs relate to actions and lived experiences in the classroom. Data included extensive classroom observations documented through fieldnotes and video footage, semi-structured interviews, teacher journal entries, teaching artifacts, and researcher memos. Three themes emerged from the data: (a) enabling success for all; (b) power of the learning environment; and (c) encouraging lifelong engagement with music. The findings of this study suggest that music educators’ beliefs about students’ musical abilities relate to their actions in the music classroom, their interactions with students, and their beliefs about the purpose of music education. Music educators should reflect on their beliefs, the ways in which they relate to teaching practice, and the impact they may have on students’ musical achievement and musical identity development. Additionally, music teacher educators should consider the role they might play in helping pre-service as well as in-service music teachers examine and possibly reshape their beliefs about music teaching and learning.

scholarly journals 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

2016 ◽  
Vol 4 (2) ◽  
pp. 254 ◽  
Author(s):  
Artemis Kyriakou ◽  
Steve Higgins
Keyword(s):  
Systematic Review ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Interactive Whiteboards ◽  
Classroom Quality ◽  
Assessment Tools ◽  
Qualitative Synthesis ◽  
Improved Learning ◽  
Dialogic Interaction ◽  
The Impact

<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 in sixteen studies of diverse methodologies. Qualitative synthesis of quantitative data indicated that IWBs have not raised the levels of pupils’ achievement and do not necessarily impact the quality of classroom learning. More longitudinal studies should focus on particular subjects taught, the age of pupils and particular type(s) of use. Overall, quality teaching is an important condition for improved learning, which does not necessarily result from IWB use.  However, there is a general consensus across all studies that learning can be facilitated and improved through the use of IWB. Synchronizing theory with technological applications seems to be key in answering such assumptions positively. More importantly, concerns are raised regarding the unfolded relation between achievement and classroom interaction.</p>

Interactive Whiteboards and the Normalization of CALL

2011 ◽  
pp. 69-83
Author(s):  
Euline Cutrim Schmid
Keyword(s):  
English Language ◽  
Interactive Whiteboards ◽  
Interactive Whiteboard ◽  
Educational Context ◽  
Research Project ◽  
Everyday Practices ◽  
Language Classroom ◽  
The Everyday ◽  
The Impact

This chapter discusses the concept of integrated CALL by drawing upon data collected for a PhD research project that investigated the impact of interactive whiteboard (IWB) technology in the English language classroom. In the first part, the chapter presents and discusses data which indicate that the IWB technology represents a further step towards the integrated phase in the development of CALL envisioned by Bax (2003). According to Bax, this refers to the stage when the computer becomes invisible, embedded in the everyday practices of the educational context in which it is used—that is, the computer becomes normalized. In the second part, the chapter discusses one factor that inhibited the complete normalization of IWB technology in the context investigated. The chapter concludes by making suggestions for further research.

Paired teaching approach to earthquake education: a cross-country comparison between Dushanbe, Tajikistan and London, United Kingdom

2020 ◽  
Author(s):  
Solmaz Mohadjer ◽  
Sebastian Mutz ◽  
Matthew Kemp ◽  
Sophie Gill ◽  
Anatoly Ischuk ◽  
...  
Keyword(s):  
United Kingdom ◽  
Risk Reduction ◽  
Hazard Identification ◽  
Classroom Culture ◽  
Earthquake Forecasting ◽  
Plate Boundaries ◽  
School Based ◽  
The Earth ◽  
Hazard Experience ◽  
The Impact

&lt;p&gt;Lack of access to science-based natural hazards information impedes the effectiveness of school-based disaster risk reduction education. To address this challenge, we have created 10 geosciences video lessons (https://www.youtube.com/user/EuroGeosciencesUnion) that follow an innovative pedagogy known as paired teaching. This approach is used to supplement the standard school curriculum with video lessons instructed by geoscientists from around the world and activities carried out by local classroom teachers.&lt;/p&gt;&lt;p&gt;To evaluate the effectiveness of these virtual lessons, we tested selected videos with 38 sixth grade students (12 years of age) and 39 nine grade students (12-13 years of age) from two school classes in Dushanbe (Tajikistan) and London (United Kingdom), respectively. By examining the same videos with two different groups of student populations, we aimed to identify potential factors (e.g., geographic location, culture, level of hazard experience) influencing students&amp;#8217; learning and/or teachers&amp;#8217; teaching of natural hazard information. We asked students from both groups to complete questionnaires before and after video implementations. Questionnaires probed students on topics covered by each video including the Earth&amp;#8217;s interior, tectonic plate boundaries, and nonstructural hazards. &amp;#160;&lt;/p&gt;&lt;p&gt;Prior to video implementation, a significant percentage of students from Dushanbe (71%) and from London (51%) demonstrated no conceptual framework about the Earth&amp;#8217;s interior. However, when asked about the causes of earthquakes, 90% of London students mentioned plate tectonics in their responses while 51% of Dushanbe students only made references to mountains and volcanoes. Both groups responded similarly to questions concerning earthquake forecasting where most students said it is possible to know the location of future earthquakes, but not their exact time of occurrence. Similarly, both groups demonstrated some knowledge of nonstructural hazards found in typical school classrooms prior to video testing. Following video implementation, a notable portion of Tajik students (71%) showed an increased level of understanding of the Earth&amp;#8217;s interior. This is 40% higher than the level of improvement observed in the responses of the UK students. Tajik students showed little improvement (23%) in their understanding of the causes of earthquakes, and continued to list mountains and volcanoes as the primary reasons for earthquake occurrence. For nonstructural hazards identification, both groups showed significant improvement in classroom hazard identification (60% and 80% for Dushanbe and London groups, respectively). &amp;#160;&lt;/p&gt;&lt;p&gt;Our video testing and result comparison between two groups reveal a number of factors affecting curriculum testing (e.g., level of teachers&amp;#8217; participation and suitable classroom culture) and students&amp;#8217; learning of content (e.g., past hazard experience). In this presentation, we discuss these factors and how to maximize the impact of school-based risk reduction education.&amp;#160;&amp;#160;&lt;/p&gt;

scholarly journals Using paired teaching for earthquake education in schools

2020 ◽  
Author(s):  
Solmaz Mohadjer ◽  
Sebastian G. Mutz ◽  
Matthew Kemp ◽  
Sophie J. Gill ◽  
Anatoly Ischuk ◽  
...  
Keyword(s):  
Risk Reduction ◽  
Plate Tectonics ◽  
Classroom Culture ◽  
Plate Boundaries ◽  
Earthquake Hazards ◽  
School Based ◽  
The Difference ◽  
Earth’S Interior ◽  
The Impact ◽  
Earth's Interior

Abstract. Lack of access to science-based natural hazards information impedes the effectiveness of school-based disaster risk reduction education. To address this challenge, we have created ten geoscience video lessons that follow the paired teaching pedagogical approach. This method is used to supplement the standard school curriculum with video lessons instructed by geoscientists from around the world coupled with activities carried out by local classroom teachers. The video lessons introduce students to the scientific concepts behind earthquakes (e.g., Earth's interior, plate tectonics, faulting, and seismic energy), earthquake hazards and mitigation measures (e.g., liquefaction, structural and non-structural earthquake hazards). These concepts are taught through hands-on learning where students use everyday materials to build models to visualize basic Earth processes that produce earthquakes, and explore the effects of different hazards. To evaluate the effectiveness of these virtual lessons, we tested our videos with school classrooms in Dushanbe (Tajikistan) and London (United Kingdom). Before and after video implementations, students completed questionnaires that probed their knowledge on topics covered by each video including the Earth's interior, tectonic plate boundaries, and non-structural hazards. Our assessment results indicate that while the paired teaching videos appear to enhance student views and understanding of some concepts (e.g., Earth's interior, earthquake location forecasting, and non-structural hazards), they bring little change to their views on causes of earthquakes and their relation to plate boundaries. In general, the difference between UK and Tajik students' level of knowledge prior to and after video testing is more significant than the difference between pre- and post-knowledge for each group. This could be due to several factors affecting curriculum testing (e.g., level of teachers' participation and suitable classroom culture) and students' learning of content (e.g., pre-existing hazards knowledge and experience). Taken together, to maximize the impact of school-based risk reduction education, curriculum developers must move beyond innovative content and pedagogical approaches, take classroom culture into consideration, and instil skills needed for participatory learning and discovery.

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