Documenting Teachers and Students Experiences with Interactive Whiteboards in Ireland

2010 ◽  
pp. 250-263 ◽  
Author(s):  
Miriam Judge
Keyword(s):  
Secondary Schools ◽  
Digital Divide ◽  
National Policy ◽  
Interactive Whiteboards ◽  
Interactive Whiteboard ◽  
Strong Correlations ◽  
Bottom Up ◽  
Teachers And Students ◽  
Policy Guidance

This case study discusses the key findings from a pilot Interactive Whiteboard Project in Ireland which ran from 2005 to 2007. Eight primary and secondary schools were involved. The project exemplifies a bottom-up initiative as it was neither government funded nor supported. Findings indicate that Interactive Whiteboards were well received and utilized by teachers and students whose views on the benefits of IWBs reveal strong correlations. Despite a lack of national policy guidance and funding for this technology in Ireland, IWBs are becoming increasingly popular. However, there is a danger that this policy vacuum will create its own problems as schools increasingly rely on IWB suppliers for advice and direction on how to proceed. It may also have digital divide implications as more affluent schools are better able to fund this technology.

Documenting Teachers and Students Experiences with Interactive Whiteboards in Ireland

2013 ◽  
pp. 558-571
Author(s):  
Miriam Judge
Keyword(s):  
Secondary Schools ◽  
Digital Divide ◽  
National Policy ◽  
Interactive Whiteboards ◽  
Interactive Whiteboard ◽  
Strong Correlations ◽  
Bottom Up ◽  
Teachers And Students ◽  
Policy Guidance

This case study discusses the key findings from a pilot Interactive Whiteboard Project in Ireland which ran from 2005 to 2007. Eight primary and secondary schools were involved. The project exemplifies a bottom-up initiative as it was neither government funded nor supported. Findings indicate that Interactive Whiteboards were well received and utilized by teachers and students whose views on the benefits of IWBs reveal strong correlations. Despite a lack of national policy guidance and funding for this technology in Ireland, IWBs are becoming increasingly popular. However, there is a danger that this policy vacuum will create its own problems as schools increasingly rely on IWB suppliers for advice and direction on how to proceed. It may also have digital divide implications as more affluent schools are better able to fund this technology.

scholarly journals PENGGUNAAN PAPAN TULIS INTERAKTIF DI KELAS THE USE OF INTERACTIVE WHITEBOARD IN CLASSROOM

2019 ◽  
Vol 17 (3) ◽  
pp. 104
Author(s):  
Purwanto Purwanto
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
Interactive Whiteboards ◽  
Interactive Whiteboard ◽  
Learning Method ◽  
Literature Research ◽  
The World ◽  
Teachers And Students ◽  
World Report ◽  
Teacher's Perception

Tulisan ini merupakan hasil studi literatur tentang penelitian pemanfaatan papan tulis interaktif (PTI) di berbagai negara yang ada di dunia. Laporan hasil penelitian yang dikaji adalah yang dimuat dalam jurnal teknologi pendidikan dan diterbitkan antara 2009- 2013 dan didata oleh EdITLib. Pertanyaan penelitiannya adalah 1) bagaimana perkembangan atau inovasi PTI?, 2) bagaimana persepsi guru terhadap PTI?, dan 3) bagaimana model pemanfaatannya yang terbaik? Kesimpulannya, pertama, perkembangan papan tulis interaktif (PTI) telah mencapai kemajuan yang menakjubkan berkat berbagai inovasi yang memungkinkannya menjadi produk teknologi pembelajaran yang sangat membantu proses pembelajaran interaktif di kelas, kedua guru merasa nyaman menggunakannya dan siswa merasa antusias untuk memanfaatkannya, ketiga masih perlu penelitian lebih lanjut mengenai model pemanfataannya yang didukung oleh teori belajar, yang menghasilkan perubahan proses pembelajaran yang efektif, dan perubahan pada penggunanya yaitu guru mengajar dan siswa belajar. This article is the result of the literature research on the use of interactive whiteboards (Papan Tulis Interaktif) in various countries in the world. Report of the results of studies being reviewed were those published within 2009 and 2013 and recorded by EdITlib. This article tries to answer the following questions:1)  how is the development or inovation of interactive whiteboard? 2) what is the teacher’s perception on the interactive whiteboard? and 3) what is the best model of the utilization of interactive whiteboard? The research conclusions are: firstly, the development or innovation of interactive whiteboard (PTI) has achieved amazing progress, as a result of a variety of innovations that enable it to become a product of educational technology that greatly assists the process of interactive learning in classroom; secondly, both teachers and students feel comfortable and are excited to use it; thirdly, further research is needed on the utilization of interactive whiteboard that is supported by learning theory, which will influence the effectiveness of learning process, and change of teaching and learning method in both teachers and students.

scholarly journals Implementing the MY FRIENDS Youth programme in a New Zealand secondary school: The experiences of staff and Year 9 students

2021 ◽  
Author(s):  
◽  
Laurence Fay
Keyword(s):  
New Zealand ◽  
Young People ◽  
Secondary School ◽  
Secondary Schools ◽  
School Context ◽  
Anxiety And Depression ◽  
Teachers And Students ◽  
The Impact ◽  
Youth Resilience

<p>Increasing rates of young people’s anxiety and depression is a concern for New Zealand secondary schools and this results in issues for students such as decreased wellbeing and school attendance, health difficulties and social isolation. In 2013 the Ministry of Education introduced a pilot of the MY FRIENDS Youth Resilience programme into secondary schools for students in Year 9. This thesis reports on the experiences of teachers and students of the MY FRIENDS Youth programme in one secondary school context. This programme is based on cognitive behavioural therapy principles and has been developed to support young people build their understanding and skills in resilience to enhance their wellbeing. The programme has been implemented and evaluated with young people in a number of countries. Research has shown it to have beneficial effects in promoting emotional resilience and in reducing anxiety and depression in students. The findings of this school case study are explored, and the impact of the programme for the students and their school community is presented. A case study methodological approach was used that enabled the collection of rich data to explore the deep meaning from teachers and students. This involved an in-depth instrumental case study within one secondary school involving teachers, students, the counsellor, the principal and students’ parents. Observations, document analysis and interviews took place to build a comprehensive understanding of how teachers and students learned through the programme. Findings suggest the students see the MY FRIENDS Youth Resilience programme as a positive, useful programme that has enabled them to learn various strategies to deal with challenging scenarios in their life. The findings also address barriers to implementation and possible implications for the future. Several suggestions for the programme are discussed along with certain adaptations of the programme to make it more relevant to the New Zealand context.</p>

scholarly journals Teaching Learning Methodology in Times of COVID-19 Pandemic: A Case Study

2021 ◽  
Vol 12 (4) ◽  
pp. 85-97
Author(s):  
D. Ghildyal ◽  
S. Kumar ◽  
S. Yadav ◽  
R. Khare
Keyword(s):  
Digital Divide ◽  
Major Change ◽  
Negative Aspect ◽  
Online Mode ◽  
Time Period ◽  
Teachers And Students ◽  
The Government ◽  
Teaching Learning ◽  
Short Time

The Education system in India underwent a major change due to the sudden lockdown announced by the Government in view of COVID – 19 pandemic. Both teachers and students had to shift to online mode in a very short time period. The present study analysis the positive and negative aspect of this online mode of education and measures adopted by teachers to maintain the flow of education along with attendance. The sur- vey was conducted at JSS Academy of Technical Education, Noida. More than 100 teachers and students participated in the survey conducted. Also experienced faculty came up with sug- gestions and ideas to improve the online mode of education in view of such pandemic situations. Two teachers who were also teaching kids at an NGO school running in the campus prem- ises shared their view on what efforts they took to let education reach the kids at the NGO as digital divide was the main prob- lem there. Such findings will help in designing a future teach- ing model to cope with pandemic situations and not let educa- tion suffer.

scholarly journals Teacher-Students’ Relationship and Students’ Academic Performance in Public Secondary Schools in Magu District, Tanzania

2021 ◽  
Author(s):  
Mahona Joseph Paschal ◽  
Demetria Gerold Mkulu
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Freedom Of Expression ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Teacher Students ◽  
Descriptive Survey ◽  
School Heads

This study explored the influence of teacher – students’ relationship on students’ academic performance in Tanzania using Magu District as a case study. The sample for this study was 130 respondents that were drawn from six public secondary schools both by using rondom sampling and purposive sampling; 6 school Heads, 57 teachers, 66 students and one District Educational Officer. A descriptive survey approach was used in this study. In order to get information, the researcher used questionnaire and interview as instruments. The results of this study indicated that teacher–students’ relationship is a crucial determinant and catalyst to academic performance in Tanzanian public secondary schools. The study identified among others that teacher - students relationships helps students to feel cared for by their teachers, helps students to have freedom of expression in the classroom and help teachers and students to be an integral part of the classroom as they participate actively. From the findings, it is concluded that despite the fact that teachers and students were aware of the elements of teacher- students relationships poor teacher – student relationships were still recorded in schools. Therefore, it is recommended that teachers should introduce close relationshis with students. Also, the study recommended that, performance of students can only be attained if teacher – students relationships will be maintained

Technology Shaping a Democratic Classroom

2010 ◽  
pp. 225-237
Author(s):  
Brenda Lim-Fong ◽  
Rebecca Robins
Keyword(s):  
Teaching And Learning ◽  
Interactive Whiteboards ◽  
Top Down ◽  
Bottom Up ◽  
Democratic Classroom ◽  
Educational Potential

This chapter presents a case study of how the educational potential of interactive whiteboards spread from one teacher to her staff, the district and subsequently to other teachers in a province in Canada. This initiative is unique because of the “bottom up” nature of teachers coming together and sharing their expertise and experience with interactive whiteboards, which in turn inspired other teachers. Over a number of years, Livingstone staff have observed, discussed and documented multiple ways in which IWBs support teaching and learning. These findings have been adopted and improved as the staff collaborate and change their authoritarian style to a more student-directed classroom. This case outlines the power and potential of this type of collaborative, bottom up approach among teachers and university educators rather than the more common “top down” approach typically identified with administrators requiring teachers to use interactive whiteboards.

SIGHTED STUDENTS’ PROSOCIAL BEHAVIOUR TOWARDS ASSISTING PEERS WITH VISUAL IMPAIRMENT IN TANZANIA INCLUSIVE SECONDARY SCHOOLS

2015 ◽  
Vol 2 (1) ◽  
pp. 15-40
Author(s):  
Joseph Milinga ◽  
Mwajabu Possi
Keyword(s):  
Secondary Schools ◽  
Visual Impairment ◽  
Single Case ◽  
Study Data ◽  
Prosocial Behaviour ◽  
Group Discussions ◽  
Face To Face ◽  
Teachers And Students ◽  
Prosocial Behaviours

This study analysed sighted students’ prosocial behaviour towards assisting their peers with visual impairment (VI) in inclusive secondary schools in Iringa Municipality, Tanzania. An embedded single case study design was used. Seventy six respondents, consisting of teachers and students with and without VI participated in the study. Data was collected through semi-structured and face to face interviews, focus group discussions, and closed-ended questionnaires. Data was analysed through thematic analysis and presented in tables and quotations of participants’ actual words. Results have indicated differences in prosocial behaviours between sighted day-students and sighted boarding students with the latter being more prosocial as a result of altruistic and egoistic factors; having a positive attitude and due to the influence of religion and school administration . Similarities between sighted students and those with VI were linked to sighted students’ prosocial behaviour. The latter students’ attributions, and misunderstandings among students. determined their prosocial behaviour towards assisting their peers with VI. Awareness raising and sensitisation of members of the community, as well as replicating the study in inclusive and co-education schools for students with VI are recommended in the paper.

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