Literaturnachweis - Detailanzeige
| Autor/inn/en | Tsayang, Gabatshwane; Batane, Tshepo; Majuta, Aaron |
|---|---|
| Titel | The Impact of Interactive Smart Boards on Students' Learning in Secondary Schools in Botswana: A Students' Perspective |
| Quelle | In: International Journal of Education and Development using Information and Communication Technology, 16 (2020) 2, S.22-39 (18 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1814-0556 |
| Schlagwörter | Foreign Countries; Educational Technology; Technology Uses in Education; Secondary School Students; Student Attitudes; Visual Aids; Interactive Video; Learner Engagement; Student Motivation; Difficulty Level; Academic Achievement; Botswana |
| Abstract | This study investigates the impact of the use of SMART boards on students' learning in schools in Botswana and is guided by the Context Input Process Product (CIPP) Evaluation Model. The study adopts a mixed methods design that employed interviews, observations and a questionnaire to obtain data. The results show that the use of the SMART boards enabled a variety of learning experiences that promoted students' engagement and interactivity, and increased levels of motivation and improvement in academic achievement. These findings indicate that SMART technologies have the potential to transform educational practices in Botswana, as it endeavors to provide its children with a quality education that matches the best global standards, and simultaneously recasts itself into an innovative, efficient and adaptive economy that can compete in the global world of the 21st century. (As Provided). |
| Anmerkungen | International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Cavehill, Bridgetown, Barbados, BB11000, West Indies. e-mail: chiefeditor-ijedict@open.uwi.edu; Web site: http://ijedict.dec.uwi.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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