scholarly journals The Impact of Interactive Whiteboards on Classroom Interaction and Learning in Primary Schools in the UK

2010 ◽  
pp. 86-101 ◽  
Author(s):  
Steven E. Higgins
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
New Technologies ◽  
Classroom Interaction ◽  
Interactive Whiteboards ◽  
Multiple Sources ◽  
Use Of Technology ◽  
Teachers And Students ◽  
The Uk ◽  
The Impact

The UK Government’s Primary National Strategy undertook a pilot programme “Embedding ICT in the Literacy and Numeracy Strategies” where interactive whiteboards were installed in the classrooms of teachers of 9-11 year old students in more than 80 schools in six regions of England. Research to evaluate this project collected multiple sources of data, including students’ attainment, structured lesson observations and the perceptions of teachers and students. Results suggest that the use of the interactive whiteboards did lead to significant changes in teachers’ practices in the use of technology and in aspects of classroom interaction, and that the perceptions of those involved were overwhelmingly positive, but that the impact in terms of students’ attainment on national tests was very small and short-lived. This raises questions about the integration of new technologies into classroom teaching and how such technologies might improve teaching and learning.

scholarly journals Using technology in teaching English at the S.S.C. level

2018 ◽  
Vol 23 (1-2) ◽  
pp. 142-152
Author(s):  
Sifat Ullah ◽  
Quazi Farzana
Keyword(s):  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Structured Interview ◽  
Teaching English ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Negative Impacts ◽  
The Impact

In this an era of technology, new technologies particularly computer, multimedia, mobile phone and the internet offer possibilities for overcoming geographical and cost barriers in teaching and learning. This study attempts to trace the use of technology in teaching English at the S.S.C. (Secondary School Certificate) level in Bangladesh. It also focuses on the impact of using technology in teaching and learning English. Eight teachers and 60 students from four private schools in Dhaka city were selected to survey the use of technology in teaching the English Language. The researchers employed the mixed methods research to carry out the study where two sets of questionnaires for the teachers and the students and a semi-structured interview only for the teachers were used to collect data. The findings showed that using technology in teaching has both the positive and the negative impacts. Teachers like to use technology in their classroom but limited time and lack of training and technical support from the authority hamper the mode of teaching. The students also feel comfortable in technology affiliated classroom, but sometimes they fail to catch the concept clearly as they become inattentive due to the lack of proper engagement of the teachers in the classroom.

scholarly journals Epistemological and didactic aspects of elearning. The role of electronic models in teaching/learning

2018 ◽  
Vol 1 (1-2) ◽  
pp. 156-167
Author(s):  
Nicoleta Sămărescu
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
Teaching And Learning ◽  
New Technologies ◽  
Mathematical Thinking ◽  
The Usa ◽  
Scientific Practical ◽  
Teaching Learning ◽  
The Impact

The eLearning instruments that have been researched in the last few years represent a necessity for the Romanian primary school also within the development of the alternative learning sources. These cognitive instruments as D.H. Jonassen names them, are utilized in the USA and are researched in other countries, too (France) in order to be implemented. The aim of this article is to implement and to recommend the utilization of electronic models: text and image processing sheets, presentation sheets, spreadsheets in the teaching­learning process in primary school. According to this aim, the research hypothesis has been issued in keeping with which we anticipate to be able to offer a well thought training in the eLearning field by updating the teaching and learning process with the help of the implementation of a set of electronic models which will increase the intercepting coefficient, the motivation, stimulation, imagination and enthusiasm degree for the learning actors and will redefine the teacher-pupil relation. The main objectives which derive from the hypothesis of our study confine to establishing the impact of electronic models of the eLeaming Set that has been proposed to be implemented on the actors primary school in the teaching-learning process; rendering the teaching-learning process efficient by implementing cognitive models with electronic support; working out an operational guide that contains scientific-practical recommendations and lesson models that utilize PeL; enriching the mathematical thinking. The study sample covers a population that wishes to know, to participate in the implementing of the new technologies. The sample was composed as follows: 121 teachers in primary schools, most of them students of the University in Pite

scholarly journals O impacto do uso de ferramenta de visualização de dados abertos como recurso de ensino e aprendizagem / The impact of use open data visualization tools how teaching and learning resource

2015 ◽  
Vol 25 (44) ◽  
pp. 97-117
Author(s):  
Alex Alex Sander Miranda Lobo ◽  
Luiz Claudio Gomes Maia ◽  
Fernando Silva Parreiras
Keyword(s):  
Information And Communication Technologies ◽  
Data Visualization ◽  
Teaching And Learning ◽  
Open Data ◽  
Communication Technologies ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Information And Communication ◽  
The Impact ◽  
Visualization Application

Este artigo apresenta uma pesquisa de dissertação, na qual se buscou desenvolver uma ferramenta de visualização de Dados Abertos (Open Data) para uso no processo de ensino e aprendizagem em uma turma do terceiro ano do Ensino Médio na disciplina de Geografia. Teve como objetivo principal verificar como essa ferramenta influenciaria nesse processo. Para atingir o objetivo do trabalho, foi realizada uma pesquisa preponderantemente qualitativa com natureza descritiva, com referencial teórico baseado na aprendizagem significativa e no uso das tecnologias da informação e comunicação no processo de ensino e aprendizagem. Foi realizada uma entrevista inicial junto ao professor da disciplina e a aplicação de questionários ao professor e aos alunos do terceiro ano, após o uso da aplicação de visualização de dados abertos e, por fim, foi proposto um teste avaliativo entre turmas que usaram o aplicativo e turmas que não o usaram. Na análise dos resultados, concluiu-se que a ferramenta trouxe vários aspectos positivos no processo de ensino e aprendizagem, como uma atenção maior por parte dos alunos em relação ao conteúdo, uma motivação a mais no processo de ensino e aprendizagem, tendo apresentado aspectos relacionados à aprendizagem significativa e mostrado que os alunos que fizeram o uso da aplicação tiveram um melhor desempenho em relação aos que não fizeram o uso da tecnologia no conteúdo proposto na disciplina.Palavras-Chave: Educação. Dados Abertos. Ensino e AprendizagemAbstractThis article presents a research dissertation, which aimed to develop a visualization tool of Open Data (Open Data) for use in the process of teaching and learning in a class of third year of high school in geography discipline. Aimed to assess how these influence tool in this process. To achieve the goal of the work, mainly qualitative research was conducted with descriptive, and the theoretical framework based on meaningful learning and the use of information and communication technologies in teaching and learning. An initial interview was conducted with the subject teacher and the application of questionnaires to teachers and students of the third year after the use of open data visualization application and, finally, an evaluation test between groups who used the application was proposed and classes than used. In analyzing the results, it was concluded that the tool has brought many positive aspects in the process of teaching and learning, such as greater attention from students regarding the content, one more motivation in the process of teaching and learning, presenting aspects the significant learning and shown that students who have made the use of the application performed better than those who did not make the use of technology in the proposed content of the discipline.Keywords: Education. Open Data. 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>

scholarly journals Epistemological and didactic aspects of elearning. The role of electronic models in teaching/learning

2012 ◽  
Vol 1 (1-2) ◽  
pp. 156-167
Author(s):  
Nicoleta Sămărescu
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
Teaching And Learning ◽  
New Technologies ◽  
Mathematical Thinking ◽  
The Usa ◽  
Scientific Practical ◽  
Teaching Learning ◽  
The Impact

The eLearning instruments that have been researched in the last few years represent a necessity for the Romanian primary school also within the development of the alternative learning sources. These cognitive instruments as D.H. Jonassen names them, are utilized in the USA and are researched in other countries, too (France) in order to be implemented. The aim of this article is to implement and to recommend the utilization of electronic models: text and image processing sheets, presentation sheets, spreadsheets in the teaching­learning process in primary school. According to this aim, the research hypothesis has been issued in keeping with which we anticipate to be able to offer a well thought training in the eLearning field by updating the teaching and learning process with the help of the implementation of a set of electronic models which will increase the intercepting coefficient, the motivation, stimulation, imagination and enthusiasm degree for the learning actors and will redefine the teacher-pupil relation. The main objectives which derive from the hypothesis of our study confine to establishing the impact of electronic models of the eLeaming Set that has been proposed to be implemented on the actors primary school in the teaching-learning process; rendering the teaching-learning process efficient by implementing cognitive models with electronic support; working out an operational guide that contains scientific-practical recommendations and lesson models that utilize PeL; enriching the mathematical thinking. The study sample covers a population that wishes to know, to participate in the implementing of the new technologies. The sample was composed as follows: 121 teachers in primary schools, most of them students of the University in Pitești, 158 pupils and 47 parents whose children are primary school pupils.

scholarly journals Teacher’s Use of Instructional Materials in Teaching and Learning Mathematics in Rwandan Primary Schools

2021 ◽  
Vol 10 (2) ◽  
pp. 1-16
Author(s):  
Clementine Umuhoza ◽  
Alphonse Uworwabayeho
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Real Life ◽  
Instructional Materials ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
The Impact

Teaching and learning mathematics is easier, more interesting, more enjoyable, and more closely connected to real life applications with the use of instructional materials like textbooks, manipulatives, technology tools, and (physical or digital) models. This study investigated the impact of instructional aids on classroom interaction through semi-structured interviews and classroom observations of 15 mathematics teachers from five primary schools in Rulindo district, in Rwanda’s Northern Province. Interviews were analyzed thematically, and classroom observations were analyzed descriptively. The analysis indicates a lack of instructional materials for teaching mathematics overall. Most teachers use course books, but report that there are not enough books available. Use of ICT is limited due to the lack of power supply in some schools. Teachers in this study either did not use available instructional materials at all, or, if they were used, they were not used appropriately.  Teachers also did not allow students to actively use the materials; thus, students were not given the opportunity to enhance their active learning and participate in constructing their knowledge of the mathematics content.

scholarly journals The Impact of Big Data on Electronic Commerce in Profit Organisations in Saudi Arabia

2019 ◽  
Vol 10 (4) ◽  
pp. 106
Author(s):  
Bader A. Alyoubi
Keyword(s):  
Saudi Arabia ◽  
Big Data ◽  
Inventory Management ◽  
New Technologies ◽  
Predictive Analytics ◽  
Business Environment ◽  
Primary Data ◽  
Research Approach ◽  
Multiple Sources ◽  
The Impact

Big Data is gaining rapid popularity in e-commerce sector across the globe. There is a general consensus among experts that Saudi organisations are late in adopting new technologies. It is generally believed that the lack of research in latest technologies that are specific to Saudi Arabia that is culturally, socially, and economically different from the West, is one of the key factors for the delay in technology adoption in Saudi Arabia. Hence, to fill this gap to a certain extent and create awareness about Big Data technology, the primary goal of this research was to identify the impact of Big Data on e-commerce organisations in Saudi Arabia. Internet has changed the business environment of Saudi Arabia too. E-commerce is set for achieving new heights due to latest technological advancements. A qualitative research approach was used by conducting interviews with highly experienced professional to gather primary data. Using multiple sources of evidence, this research found out that traditional databases are not capable of handling massive data. Big Data is a promising technology that can be adopted by e-commerce companies in Saudi Arabia. Big Data’s predictive analytics will certainly help e-commerce companies to gain better insight of the consumer behaviour and thus offer customised products and services. The key finding of this research is that Big Data has a significant impact in e-commerce organisations in Saudi Arabia on various verticals like customer retention, inventory management, product customisation, and fraud detection.

scholarly journals Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use

2020 ◽  
Vol 10 (1) ◽  
pp. 73-91
Author(s):  
Joseph Siegel
Keyword(s):  
Teaching And Learning ◽  
First Language ◽  
Student Body ◽  
University Campuses ◽  
Student Comprehension ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Low Levels ◽  
Effectiveness And Efficiency ◽  
The Impact

AbstractThe importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.

scholarly journals Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students’ Perspectives

2015 ◽  
Vol 41 (3) ◽  
Author(s):  
Jia Li ◽  
Catherine Snow ◽  
Claire White
Keyword(s):  
Academic Success ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
New Technologies ◽  
Linguistically Diverse ◽  
The United States ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Adolescent Students ◽  
Use Of Technology

Modern teens have pervasively integrated new technologies into their lives, and technology has become an important component of teen popular culture. Educators have pointed out the promise of exploiting technology to enhance students’ language and literacy skills and general academic success. However, there is no consensus on the effect of technology on teens, and scant literature is available that incorporates the perspective of urban and linguistically diverse students on the feasibility of applying new technologies in teaching and learning literacy in intact classrooms. This paper reports urban adolescents’ perspectives on the use of technology within teen culture, for learning in general and for literacy instruction in particular. Focus group interviews were conducted among linguistically diverse urban students in grades 6, 7 and 8 in a lower income neighborhood in the Northeastern region of the United States. The major findings of the study were that 1) urban teens primarily and almost exclusively used social media and technology devices for peer socializing, 2) they were interested in using technology to improve their literacy skills, but did not appear to voluntarily or independently integrate technology into learning, and 3) 8th graders were considerably more sophisticated in their use of technology and their suggestions for application of technology to literacy learning than 6th and 7th graders. These findings lead to suggestions for developing effective literacy instruction using new technologies.

scholarly journals How are patients with rare diseases and their carers in the UK impacted by the way care is coordinated? An exploratory qualitative interview study

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Amy Simpson ◽  
Lara Bloom ◽  
Naomi J. Fulop ◽  
Emma Hudson ◽  
Kerry Leeson-Beevers ◽  
...  
Keyword(s):  
Care Coordination ◽  
Structured Interviews ◽  
School Work ◽  
Travel Costs ◽  
Care Plans ◽  
Use Of Technology ◽  
Number Of Factors ◽  
Qualitative Interview Study ◽  
The Uk ◽  
The Impact

Abstract Background Care coordination is considered important for patients with rare conditions, yet research addressing the impact of care coordination is limited. This study aimed to explore how care coordination (or lack of) impacts on patients and carers. Semi-structured interviews were conducted with 15 patients and carers/parents in the UK, representing a range of rare conditions (including undiagnosed conditions). Transcripts were analysed thematically in an iterative process. Results Participants described a range of experiences and views in relation to care coordination. Reports of uncoordinated care emerged: appointments were uncoordinated, communication between key stakeholders was ineffective, patients and carers were required to coordinate their own care, and care was not coordinated to meet the changing needs of patients in different scenarios. As a result, participants experienced an additional burden and barriers/delays to accessing care. The impacts described by patients and carers, either attributed to or exacerbated by uncoordinated care, included: impact on physical health (including fatigue), financial impact (including loss of earnings and travel costs), and psychosocial impact (including disruption to school, work and emotional burden). Overall data highlight the importance of flexible care, which meets individual needs throughout patients’/carers’ journeys. Specifically, study participants suggested that the impacts may be addressed by: having support from a professional to coordinate care, changing the approach of clinics and appointments (where they take place, which professionals/services are available and how they are scheduled), and improving communication through the use of technology, care plans, accessible points of contact and multi-disciplinary team working. Conclusion This study provides further evidence of impacts of uncoordinated care; these may be complex and influenced by a number of factors. Approaches to coordination which improve access to care and lessen the time and burden placed on patients and carers may be particularly beneficial. Findings should influence future service developments (and the evaluation of such developments). This will be achieved, in the first instance, by informing the CONCORD Study in the UK.

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