Integrating technologies and instructional cooperative learning based strategies for effective IWB use in classroom: a study on classroom data from students perceptions and teachers behaviors
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Pisanu, F. & Gentile, M. (2012). Integrating technologies and instructional cooperative learning based strategies for effective IWB use in classroom: a study on classroom data from students perceptions and teachers behaviors. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 3026-3031). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/40050.
This article summarizes the outcomes of a teaching model based on integration of Interactive Whiteboards (IWB) in classroom management and teaching processes. The impact evaluation was based on two methods: a) through a non-experimental causal comparative design researchers collected scores about three factors (“multi-modality and perceived interaction”, “supported learning”, and “motivational gain”); b) through a classroom observations plan, carried out during the implementation of learning activities, it evaluated the process of transfer of the teaching model in the classrooms. The results show higher scores on two of the three perceived dimensions (“multi-modality and interaction” and “cognitive and motivational gain”) observes in students that participated in the project. Classroom observations make visible the application challenges of the model, with evidences of transfer respect of some classroom management behaviors, only in the second phase of the project.
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