Database of Publications

Date: 2014.04.03

Posted by Mária Smreková (Slovakia)

Message: Publication shows options and examples as well as looking at the positive trends from using interactive whiteboards by chemistry teachers at elementary level. In Slovakia is to this time IWB not in each elementary and secondary schools but situation is each month better. IWB slowly will be a everyday part of the teaching process in slovak schools. Especially in chemistry reaching is should IWB be a very effecitive and usefull tool in teaching process. Yes on the beginning is often use the interactive whiteboard just to write or visualize Power Point presentations, videos, etc. IWB is a large interactive display that connects to a computer. A projector projects the computer’s desktop onto the board’s touch-sensitive surface where users control the computer using a pen, finger, stylus or other device. In a classroom setting this enables mutual active communication between users and computer and facilitates a high degree of clarity in displaying content to entire class. But publication shows that IWBs encourage greater active learning between pupils and teachers. It allows the curriculum to be presented in a more attractive and efficient form and enables teaching material to be edited directly in class. Teaching with IWBs allows a group of students to benefit from online access to all information sources as if working alone at the computer in the computer lab. We have no in Slovakia many teachers which use IWB for new approaches and possbilities to teach chemistry. For this reason schools should create a working group of teachers who will be responsible for operating the IWBs and providing methodological support to other teachers. Publication shows that new technologies always have a role in improving education but often are not realized. This situation has many reasons, teachers motivation, age, technical problems, supoort from schools and other instotutions etc.

Date: 2014.03.18

Posted by Elisete Afonso (Portugal)

Message: This article describes a survey conducted by chemistry teachers involved in a national project for education modernization directed to primary school and involving teachers of this level. The aim was to find out how interactive whiteboards can be effectively used in chemistry teaching by taking advantage of the multiple available tools.
The results of this research show a favourable trend towards the use of interactive whiteboards, despite the constraints felt by the questioned teachers, who pointed out reduced digital competences, low knowledge of this technology, and unaware of the software used. They also pointed out that they often use the interactive whiteboard just to write or visualize Power Point presentations, videos, etc.
Even the whiteboards are nowadays, in modern schools, an incontestable technological resource, essential to the teaching-learning process of science; this study concluded that its use requires \"a priori\" self-culture in the school promoting its exploitation. This can comprise the creation of a team responsible for the operationalization of the interactive whiteboards and able to provide technical and methodological support to teachers, as well as, the organization of the physical space in classrooms guaranteeing students a good access to the whiteboard together with another space for writing.
As so, accredited in-service teachers training, must be implemented having in view enhancing the use of existing teaching tools and providing competences to teachers in order to develop their own materials using the available software.
The interest of this article lies essentially in the pragmatic exploitation of the available multiplicity of options and examples on how to use the interactive whiteboard, which can range from writing, drawing, to the creation of animated images and recording of all process. This allows primary school students to be involved in experiential situations, through their participation in real-life activities.

Date: 2014.03.16

Posted by Brian Dillon (Ireland)

Message: The Interactive whiteboards are an indispensable part of learning process. In this article, the research presents options and examples as well as looking at the positive trends from using interactive whiteboards by chemistry teachers at elementary level.
Introduction
Interactive Whiteboards have become an everyday part of the teaching process in elementary and secondary schools. An interactive whiteboard is a large interactive display that connects to a computer. A projector projects the computer’s desktop onto the board’s touch-sensitive surface where users control the computer using a pen, finger, stylus or other device. In a classroom setting this enables mutual active communication between users and computer and facilitates a high degree of clarity in displaying content to entire class.
Findings
The research shows that IWBs encourage greater active learning between pupils and teachers. It allows the curriculum to be presented in a more attractive and efficient form. It enables teaching material to be edited directly in class. Teaching with IWBs allows a group of students to benefit from online access to all information sources as if working alone at the computer in the computer lab.
Use of IWBs with Chemistry Teachers
In the period January 2011 to May 2012 research was undertaken that examined the use of digital educational content and observed the use of other digital technologies including IWBs among chemistry teachers in elementary schools. The research was conducted among teachers who had been involved in a national modernization project of elementary schools. The research methods used were group interviews, observation of participants and questionnaires.
The findings show that teachers use IWBs mainly for writing, projecting PowerPoint presentations and videos but that there is very limited use of specific programs for interactive whiteboards. During the discussions some teachers reported that they had an interactive whiteboard, but they did not know how to use it. Some teachers did not know that the IWB had its own program.
Recommendations
As IWBs are expensive devices, schools before purchase should think about the issues relating to their use. Who will be responsible for IT within school? Who will be responsible for the installation and maintenance of IT? Where should IWBs be placed within school? Where can I access teaching resources related to the use of IWBs?
For the best use of IWBs in schools proper thought on these issues is vital. The school should consider creating a working group of teachers who will be responsible for operating the IWBs and providing methodological support to other teachers. Consideration should be given to allowing teachers use IT software at home.
This project shows that new technologies always have a role in improving education but often are not realized. This may be because teachers training needs are not adequately met. Training shouldn’t just be about ‘managing the technology’ but in how the technology can be used to improve and adapt my style of teaching to the technology.