January 2012 Volume 15 Number 1 - Educational Technology ...

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Another key finding is that most teachers (75.9%) strongly agree that they are aware of the continuous improvement of their IWB skills (Q17) (M = 3.90, SD = .861). This finding indicates that one of the key sources for teachers IWB skill development is coming from their own experience as shown in Figure 2. Furthermore, teachers agreed on the importance of learning to use an IWB (Q18) (M = 4.06, SD = .856) by reporting how valuable the IWB is for their instruction. For the usability theme, teachers were asked to indicate whether IWBs can be used in different contexts and ways. It is evident that teachers’ perceptions regarding to usability of IWBs in any kind of course and course content are positive (Q24) (M = 3.90, SD = 1.080). Three quarters of the teachers agreed that IWBs can be used with various instructional methods and techniques (Q26) (M = 3.95, SD = .830). These findings suggest that IWBs are not tied to a specific context. Teachers who participated in this study have positive attitudes about the usefulness and usability of IWBs. These attitudes are essential indicators in terms of the acceptance and the prediction of effective use of this technology, as outlined by Davis’s (1989) model. Similarly, the frequency and the duration of technology use are other essential indicators for the acceptance of technology. Several significant differences were found in this study regarding the frequency and duration of teachers’ IWB use. Expectedly in this study, teachers who frequently used an IWB were more likely to have a higher level of IWB competency and more positive perceptions towards an IWB use as suggested by Moss et al. (2007). As Glover et al. (2007) stated, ‘teachers need time to develop their technological fluency, apply pedagogic principles to the available materials or to the development of materials, and then to incorporate the IWB seamlessly into their teaching’ (p. 17). Therefore, encouraging teachers to use an IWB more frequently may help them 1) to effectively integrate the IWB in their instructions, 2) to have more positive attitudes towards IWBs, 3) to accept this technology as an effective and a helpful instructional tool, and also 4) to cope with the emerging issues of IWB use as competent users. This finding also confirms the importance of teachers’ individual efforts to achieve higher-level IWB skills and knowledge as emphasized in the findings regarding the source of IWB skills and knowledge. Concerning teachers’ effective use of any technology, several issues are associated with each other such as acquiring appropriate skills and knowledge, perceived efficiency, and usage frequency of the technology. Even after a comprehensive IWB training session, teachers who do not sufficiently use an IWB and do not practice what they have learned may have lost their initial IWB skills and knowledge as well as their confidence over time (Slay, Siebörger, & Hodgkinson-Williams, 2008). Hall and Higgins (2005) emphasize that teachers need continuous training sessions to improve and also maintain such skills. It is clear that teachers in this study need training particularly on using effective instructional strategies for IWB-assisted courses in order to transform their pedagogy into more student-centered, social and interactive learning. However, there are two existing problems: 1) one time training sessions provided by the representative of IWB supplier are superficial, and 2) schools do not have the time and budget to provide regular training sessions. As such, teachers should be supported to continuously use IWBs in their classrooms by working with their peers in order to improve their IWB skills and knowledge as suggested by Shenton & Pagett (2007). Furthermore, effective IWB implementations shared by groups of teachers may increase the awareness of teachers in terms of effective IWB strategies as well as their positive attitudes towards using the IWB in their courses. Teachers can find just-in-time solutions to their IWB problems. These kinds of practice help teachers to quickly overcome the wow barrier that Beauchamp and Parkinson (2005) stressed as a breakpoint to achieve a profound impact of the IWB on instruction. Limitations This study, which represents a snapshot of IWB use, has several limitations that may provide guidance for future research. For example, a qualitative analysis would be helpful for the examination of the underlying reasons of significant differences emerging between the teachers who most and least frequently use IWBs in their classes. On the other hand, the questionnaire developed specifically for this study considering the existing literature and associated theories and models. This instrument may be exposed to confirmatory factor analysis to examine the fitness of themes with various fit-indexes (Anderson & Gerbing, 1988). Finally, similar research may be conducted by considering additional IWB factors such as issues of IWB-assisted courses and effects of receiving IWB trainings on the IWB use. 391
Conclusion This study provides a solid example of IWB integration and IWB effects on the teaching and learning process, in a rapidly developing country. It should be noted that this work neither reflects the status quo of IWB use in general, nor investigates the challenges and technical issues of IWBs in Turkey. Rather, it attempts to uncover the more realistic effects of using IWBs for teaching and learning by recruiting active IWB users from various fields. The findings from this study demonstrate the key characteristics and strategic requirements of effective IWB use based on the perceptions of teachers who were active IWB users. For better understanding and interpretation of teachers’ perceptions, it is important to represent their background, as shown in this study, regarding IWB use including the frequency of IWB use, IWB competency, sources of IWB skills, and demographics. In general, participants were satisfied with the IWB use and they accepted IWBs as a powerful and practical technology that facilitates teachers’ instructions as well as students’ learning and motivation. However, findings indicate that teachers were not able to design a social constructivist environment where students could be involved in active and collaborative learning process using IWBs. Interestingly, most teachers believed that IWBs provided time efficiency for their instruction; however, a majority of them admitted that they could not find enough time to let their students use IWBs. Results of the study also indicate a moderate correlation (p < .05) in the relationships between both the frequency of IWB use and perceptions about IWBs as well as the duration of IWB use and perceptions about IWBs. These variables are regarded as the key factors for effective use of technology. In addition, most teachers confirmed that their IWB skills were improved as they used the IWBs and stated that they learned IWBs mainly from their colleagues. Therefore, it seems critical to support teacher IWB collaborations. It is expected that the findings of this study may help teachers and researchers who are interested in effective IWB use and also administrators who are responsible for integration of ICT or organizing IWB training sessions. IWBs have the potential to engage students’ in various activities thereby supporting their learning and development. However if we are to expect students to improve their learning in the classroom, teachers need to develop their technology skills and positive attitudes though continued collaborative training and practice. Acknowledgements The authors would like to acknowledge the fellowship provided to the first author by The Scientific and Technological Research Council of Turkey (TUBITAK). References Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423. Beauchamp, G. (2004). Teacher use of the interactive whiteboard in primary schools: Towards an effective transition framework. <strong>Technology</strong>, Pedagogy and Education,13(3), 327–348. Beauchamp, G., & Prakinson, J. (2005). Beyond the ‘wow’ factor: Developing interactivity with the interactive whiteboard. School Science Review, 86(3), 97-103. BECTA (2003). What the research says about interactive whiteboards. Retrieved October 12, 2010, from http://partners.becta.org.uk/page_documents/research/wtrs_whiteboards.pdf 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.D. (2002). Student engagement, visual learning and technology: Can interactive whiteboards help? Annual Conference of the Association of Information <strong>Technology</strong> for Teaching Education, Trinity College, Dublin. 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 392
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January 2012 Volume 15 Number 1
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Supporting Organizations Centre for
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Analyzing the Learning Process of a
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Angeli, C., & Valanides, N. (2012).
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ased on an integration and evaluati
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ased on the assumption that no sing
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Diagram type D thinking (shown in F
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collaborative task in terms of inte
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Table 4. Descriptive statistics for
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Hong, N. S., Jonassen, D. H., & McG
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commercial off-the-shelf digital ga
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The post-questionnaire was used aft
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Phase Table 1. Phases and activitie
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Research results Describing student
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Assessment results for each one of
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References Annetta, L.A., Minogue,
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Huang, T.-W. (2012). Aberrance Dete
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Detection power Typically, the rela
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Results Detection rates As seen in
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2 .00 .05 3 .02 .10 1 .60 .40 ECI 4
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their easily understandable devices
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Ifenthaler, D. (2012). Determining
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activities is assumed to be reflect
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that the problem representations (i
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deductive reasoning inventory (33 m
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HIMATT structural measures The part
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outcomes, r = .297, p < .01. Accord
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Azevedo, R. (2009). Theoretical, co
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Seel, N. M. (1999b). Educational se
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Initially this paper explores defin
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gamers were boys, and 35% were girl
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Teachers underwent eight hours of p
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A correlation analysis was used to
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playing the game. This would mean P
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Yu, F. Y. (2012). Any Effects of Di
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Considering that identity concealme
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In the nickname group, the student
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Attitudes toward assessors Percepti
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Liu, Z. F., Chiu, C. H., Lin, S. S.
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Appendix A: Attitudes toward Peer-A
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Appendix C: Perception toward the I
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Han, H., & Johnson, S. D. (2012). R
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Research participants The target po
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that its value of cross-loading is
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The canonical variable for the emot
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Literature in the field of online l
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Cornelius, R. R. (1996). The scienc
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Shih, W.-C., Tseng, S.-S., Yang, C.
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To provide personalized (e-)learnin
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Figure 3. An illustrative example o
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elementary schools. Thus they are b
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Table 5. Descriptive statistics for
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References Abowd, G. D., & Atkeson,
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Tseng, K.-H., Chang, C.-C., Lou, S.
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Figure 1. The five stages of KT (Gi
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The use of learning strategies, mon
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Additionally, the above two scales
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Figure 3. Canonical structure betwe
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highly positive perception of CM an
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Langan-Fox, J., Platania-Phung, C.,
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Gömleksiz, M. N. (2012). Elementar
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any statistically significant diffe
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consideration in an educational set
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conditions of a learning environmen
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Kahle, J. B. (1983). The disadvanta
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Appendix A Science and Technology S
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(Guuawardena, Nola, Wilson, Lopez-I
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Questionnaire on student satisfacti
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G4 53 (12.5) 48.9 (13.4) 0.39 G5 51
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across the five levels of knowledge
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Santhanam, R., Sasidharan, S., Webs
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This paper reports only the early e
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Figure 1 illustrates how the abovem
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teacher/instructor continues to dom
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The instructor plays a significant
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Data collection and data sources Fi
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y turning over the responsibility t
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Brophy, J. (1999). Toward a model o
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Lawanto, O., Santoso, H. B., & Liu,
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such as grades and evaluation by ot
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students’ interest, expectancy fo
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constructs that measure students’
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Bandura, A. (1978). Reflections on
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Lin, J. M.-C., & Liu, S.-F. (2012).
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Table 1. The MSWLogo commands learn
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other words, we had prepared a set
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lab. When she returned and found th
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Attitudes toward Programming and Co
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Table 5 successfully, it took four
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Kuter, S., Altinay Gazi, Z., & Alti
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not only the means for trainees’
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Data Collection Techniques and Anal
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organizations was highlighted by on
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provides the means for professional
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Kohonen, V. (2001). Towards experie
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As Rogers (1995) postulates in his
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Instrument and data collection Afte
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“Raising our computer skills in C
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teachers deploy ICT tools in langua
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Ma, W., Anderson, R., & Streith, K.
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APPENDIX A. Questionnaire for Dista
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consistency with other ideas, and a
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conceptions, justifying their belie
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each group. The experimental group
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specifically, instructional approac
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Table 3 shows that the mean frequen
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previous Web-based instructional le
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Millar, R., & Osborne, J.F. (1998).
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Several studies explore the roles t
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understand the content structures o
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teacher was not allowed to provide
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two coding schemes, as illustrated
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also very limited. Teachers and sof
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learning activities. British Journa
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2009; Bernard & Cathryn, 2006) or p
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In this study, the focus of the ins
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The student’s degree of mastery i
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The questionnaire for the acceptanc
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the t-test result, it is found that
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Scale Questionnaire item Mean S.D.
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Hwang, G. J. (2003). A conceptual m
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sharing, problem solving, and achie
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Virtual learning environment In the
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Class Table 1. The survey questions
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“…the distance and the lack of
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collaboration within EVS, thus prev
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Huang, T.-H., Liu, Y.-C., & Chang,
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y personalised context examples in
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Students’ Problem-Solving Guidanc
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Research Method Figure 8. The scree
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Table 4. Abstract of Pairwise Compa
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questions designed for the system h
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Lee, J. (2012). Patterns of Interac
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This study focused on online fora i
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Results and Discussion Due date-cen
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In addition, all groups developed 8
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future. Therefore, they had an oppo
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surprising that most interaction wa
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Pawan, F., Paulus, T. M., Yalcin, S
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systems by using 18 personalization
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Short-Term Sensory Memory is a temp
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with respect to articles by using a
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system also computes a review value
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DFL. d ( yi ) is the degree of mem
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the experimental group can understa
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Finally, Figure 10(A) and Figure 10
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Appendix # Question Description Par
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mental models, are cognitive struct
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Based on the theoretical implicatio
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Data analysis To test the model fit
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may be considered an effective inte
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Hsu, I.-C. (2012). Intelligent Disc
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(Gradinarova, Zhelezov et al. 2006)
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RLO denotes a remote learning objec
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Figure 2. The flow-oriented LOFinde
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if x include with y, and y include
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Similarly, the relation metadata of
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(defrule student-advisor (triple (p
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References ADL. (2006). Sharable Co
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determinants of how people think, b
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Mediating effect of learning flow A
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The instrument used to measure lear
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addition, the cross-loadings of the
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and ease of use had significant eff
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Connell, J. P., Spencer, M. B., & A
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Despotović-Zrakić, M., Marković,
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Learning is a cognitive activity th
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The survey consisted of 30 question
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Created data mining model needs to
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dealt with the matter taught at the
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Conclusion Conducted research showe
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Romero, C., Ventura S., García E.,
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Page 347 and 348: Reflection Types This study attempt
Page 349 and 350: All the three groups completed the
Page 351 and 352: Results Learning Outcomes Pre- and
Page 353 and 354: Map Analysis in Transfer Test Figur
Page 355 and 356: Generic Prompts and Specific Prompt
Page 357 and 358: Biswas, G., Schwartz, D., Bransford
Page 359 and 360: Chen, Y.-H., Looi, C.-K., Lin, C.-P
Page 361 and 362: of correct response, answer until c
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Page 365 and 366: Collaboration Questionnaire results
Page 367 and 368: following diagrams. The double-arro
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Page 371 and 372: Bangert-Drowns, R.L., Kulick, C. C.
Page 373 and 374: primary research questions. First,
Page 375 and 376: Individual learning Figure 2. Scree
Page 377 and 378: Experimental Tools This study emplo
Page 379 and 380: Table 3 shows that almost all items
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Page 383 and 384: References Bloom, B. S. (Ed.). (195
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Page 387 and 388: understand how we can effectively u
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Page 393 and 394: Q7. IWB provides advantages to me t
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Page 399: Smith, H. J., Higgins, S., Wall, K.
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