The Interactive Whiteboard in Primary School Science and Interaction

Autor/inn/en	Aflalo, Ester; Zana, Lizet; Huri, Tehila
Titel	The Interactive Whiteboard in Primary School Science and Interaction
Quelle	In: Interactive Learning Environments, 26 (2018) 4, S.525-538 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2017.1367695
Schlagwörter	Science Instruction; Elementary School Science; Interaction; Science Teachers; Elementary School Teachers; Grade 6; Elementary School Students; Foreign Countries; Student Attitudes; Interactive Video; Technology Integration; Technology Uses in Education; Bulletin Boards; Educational Equipment; Visual Aids; Educational Technology; Laptop Computers; Observation; Questionnaires; Israel + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interaktion; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Schülerverhalten; Interaktives Video; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wandzeitung; Ausrüstung; Anschauungsmaterial; Unterrichtsmedien; Laptop computer; Laptop; Computer; Digitalrechner; Beobachtung; Fragebogen
Abstract	The findings of the research literature about the necessity and contribution of Interactive Whiteboards (IWB) are not unequivocal and are sometimes contradictory. The study aimed to examine the interactive attributes in lessons with an IWB and the students' attitudes. Methodical structured observations of 26 science lessons were conducted in elementary schools in Israel. The results showed that the teachers frequently used the diverse IWB tools, but most of the learning took place in frontal, whole class learning. Most of the interaction was under the teacher's control and the dialogic interaction was limited. The attitudes of 62 pupils showed that despite already studying with an IWB for five years, their enthusiasm did not wane. They even claimed, in contrast to the observation findings, that the IWB contributed to active learning and interaction in the class. The research findings raise fundamental questions regarding the place of the IWB in promoting interaction in the class and on the necessity to promote the teacher's pedagogic concept in order to increase class interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01