October 2012 Volume 15 Number 4 - Educational Technology ...

TSL1: Teacher as a
coach
TSL2: Teacher as an
observer
TSL3: Teacher as a
facilitator
IWB supported
learning (ISL)
ISL1: IWB facilitated
student’s
manipulation
ISL2: IWB as a learning
tool
ISL3: IWB increased
learning efficacy
Student interactive
learning (SIL)
SIL1: Student’s learning
interest
SIL2: Active
participation of
students
SIL3: Student’s peer
cooperation
other words, the teacher becomes the student’s learning coach, observer,
and facilitator.
Teacher adopts the advantages of IWB supported teaching to increase
the understanding and guidance of students’ conceptual development,
e.g., by discussing and verifying the learning content with students.
The teacher observes students proceeding with the learning activity and
perceives different learning styles and individual needs. Afterward, the
teacher would appropriately revise the instructional content in order to
reach the adaptive learning goal.
The teacher designs the interactive activity and utilizes questions to
stimulate discussion. In the classroom, the teacher encourages students
to lead the learning progress and facilitates their undertaking of the
learning task.
IWB supports students’ intuitive manipulation and allows integration
with the Internet and multimedia resources by the IWB single interface.
Students utilize IWB as a learning tool, and the advantage of such
learning is that it simplifies the learning task and then facilitates
learning efficacy.
All of the students' physical manipulation behaviors on the IWB, e.g.,
opening and closing files, clicking and selecting items, annotating and
drawing objects.
Students utilize IWB as a learning tool, e.g., to accomplish or present a
task, to drill and practice the learning material, and to solve problems.
Students utilize IWB and benefit from increased conceptual learning
efficacy, e.g., it assists the understanding, memorization, and thinking
processes.
Students utilize IWB and benefit from increased learning interest,
motivation, and participation, which allow students to move from
passive learning into active and independent learning. It also positively
influences peer cooperation in the task.
Students have high interest and motivation in the learning activity with
IWB, which enhances student involvement in learning tasks.
IWB encourage students to actively participate in learning and be more
focused on the tasks, e.g., actively questioning or adding to the teacher's
or classmates' comments.
Students utilize IWB to cooperate in tasks. They could support with
each other and contribute their own skills, e.g., comment on classmates’
presentations, identify mistakes when classmates demonstrate on the
IWB, and help in finding correct answers.
Supported Learning
Supported Learning
Figure 1. IWB supported teaching and learning interaction factors
Coaches
Observers
Facilitators
IWB
interactivities
Physical
interactivity
Technical
interactivity
Conceptual
interactivity
Interactivity
levels
Whole-class
level
Individual
level
Group level
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