The New Generation of Interactive Whiteboards: How Students Perceive and Conceptualize?

Autor/in	Saltan, Fatih
Titel	The New Generation of Interactive Whiteboards: How Students Perceive and Conceptualize?
Quelle	In: Participatory Educational Research, 6 (2019) 2, S.93-102 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-6123
Schlagwörter	Educational Equipment; High School Students; Student Attitudes; Instructional Effectiveness; Preferences; Adolescents; Public Schools; Urban Schools; Incidence; Usability; Technology Integration; Gender Differences; Interaction; Foreign Countries; Computer Peripherals; Projection Equipment; Turkey + Suchen Sie Ihr Suchwort? Ausrüstung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Unterrichtserfolg; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Vorkommen; Geschlechterkonflikt; Interaktion; Ausland; Projektionstechnik; Türkei
Abstract	The aim of the study was to investigate high school students' perceptions of the new generation of Interactive white board (IWB). At the same time, the question whether there were differences in perceptions with regard to certain variables such as gender and frequency of IWB use by teachers and students was examined. To achieve this aim, a parallel mixed method design was used. A total of 877 high school students participated in the study, comprising 410 female and 467 male students. The data were collected through an "Interactive Whiteboard Student Survey" and by open-ended questions. The quantitative data were analyzed using SPSS 20.0 for descriptive statistics and multivariate analysis of variance. Nvivo8 qualitative data analysis software was utilized for coding. Appropriate themes were developed from the related codes. The qualitative analysis revealed that about half of the students thought that IWBs were useful and effective tools for learning. There were seven themes and sub-themes which explained the contribution of IWBs to students' learning. The results of the MANOVA revealed no significant effect of gender and frequency of IWB use by teacher on high school students' perception of IWBs. On the other hand, there was a statistically significant difference in students' perception of IWBs based on frequency of IWB use by himself/herself, F (6, 1662) = 3.11, p<0.5. (As Provided).
Anmerkungen	Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01