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Essay / Research Paper Abstract
A 5 page paper. That introduces integrative whiteboards, which is connected to a computer and uses a projector with software to produce enlarged images, text, and animations for teaching and learning. The paper reports research studies from Australia that focus on their actual use and success. Bibliography lists 7 sources.
Page Count:
5 pages (~225 words per page)
File: ME12_PG699619.doc
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Unformatted sample text from the term paper:
and uses a projector with software to produce enlarged images, text, and animations for teaching and learning. The screen upon which the images are projected is both pen and touch
sensitive (Kitson, Fletcher & Kearney, 20077; Serow and Callingham, 2011; Thomas, 2010). There are many tactics teachers can use too engage students with interactive whiteboards. These include highlighting, collaborative
writing, peer teaching, finding hidden parts, touching the material, and playing games (T?rel & Johnson, 2012). Numerous research studies have investigated the efficacy of the interactive whiteboard. Studies range from
teachers perceptions of the technology to teachers actual use of them to whether or not they have a positive impact on student learning (Kitson, Fletcher & Kearney, 2007; T?rel &
Johnson, 2012). Studies have concluded that they are beneficial for both teachers and students (Northcote, et al., 2010). Studies have been conducted across grade levels and with different subject domains
(Serow & Callingham, 2011; Vincent, 2007). At least one study has been conducted to explore teacher use of interactive whiteboards when they are mentored by other teachers (Jones & Vincent,
2010). As with any new technology or new pedagogical theory, teachers need training to adopt it. Jones and Vincent (2010) reported that interactive whiteboards has become more abundant in terms
of programs and resources but there is still evidence that teachers are not using them to their full potential. One of the reasons for that is that they lack the
professional development they need (Jones & Vincent, 2010; T?rel & Johnson, 2012). There needs to be a systematic approach to this kind of training, particularly in the core subjects that
students study. One approach that worked to help teachers learn how to use IWB effectively was mentoring wherein one teacher mentors another (Jones & Vincent, 2010). The more experienced teacher
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