國小教師與學生使用互動式電子白板觀點之差異研究

互動式電子白板已漸漸被廣泛應用在台灣的國小教學中(Chung, 2011)。相關研究顯示越來越多的研究調查教師對於電子白板融入教學的觀點(Türel & Johnson, 2012)，然而，對於學生在電子白板融入教學方面的觀點卻甚少。了解學習者對於電子白板輔助教學的觀點和態度是必要的。因此，本研究旨在探討國小教師與學生使用互動式電子白板的觀點是否有差異，此外，本研究也探討數學老師與英文老師是否會因為教學科目的不同而對於在教學中使用電子白板有觀點上的差異。本研究共75位國小教師與496位國小學生參與，分別為15位英語教師與60位數學教師，243位四年級學生與253位六年級學生。研究工具包括問卷、課室觀察以及訪談。根據研究結果顯示國小教師和學生在: (1)學習層面 (2)電子白板融入教學的態度 (3)電子白板使用的缺點方面有顯著差異。而國小數學老師與英文老師在: (1)電子白板使用難易度認知 (2)電子白板融入教學的態度 (3)學生和學生間的互動關係方面有顯著差異。根據以上結果，本研究可提供相關教育人員實際教學建議及研究方向之參考。

關鍵字

互動式電子白板；教師觀點；學生觀點

並列摘要

The interactive whiteboard has become increasingly popular and been used widely in the classroom in Taiwan (Chung, 2011). Teachers’ views on implementing interactive whiteboard in the teaching-learning process have been investigated widely (e.g. Türel & Johnson, 2012). However, few studies focus on students’ perceptions when interactive whiteboard is used in class. Taking learners’ perspectives into consideration and understanding their attitudes on integrating interactive whiteboard into teaching and learning process is important. Therefore, the main purpose of this study is to investigate elementary teachers’ and students’ perceptions of using interactive whiteboard. In addition, this study hopes to find out whether there is a gap between teachers’ and students’ point of view. Furthermore, it also hopes to compare elementary English and mathematics teachers’ views on using interactive whiteboard. In this study, the participants are elementary teachers and students, including 15 English teachers, 60 mathematics teachers, 243 fourth graders, and 253 sixth graders. The research methods adopted in the study are questionnaire, classroom observation, and semi-structured interview. The findings of the study reveal that elementary school teachers and students are different in terms of their perceptions on (1) aspects of learning for, (2) attitude toward, and (3) disadvantages of employing interactive whiteboard in the classroom. The results also demonstrate that elementary mathematics and English teachers have different perceptions of using interactive whiteboard in relation to (1) manipulation and function, (2) attitude toward utilizing interactive whiteboard in the teaching-learning process, and (3) interaction between students and students. The results of this study are important in providing suggestions for teachers and educators who are concerned about the implementation of interactive whiteboard in the classroom.

並列關鍵字

interactive whiteboard ； teachers’ perceptions ； students’ perceptions

參考文獻

Lee, L. S. (Eds.) (2004). Brief Introduction to Technology Education in Taiwan. National Taiwan Normal University, Taipei City.

Amiria, R., & Sharifib, M. (2014). The Influence of Using Interactive Whiteboard on Writings of EFL Students Regarding Adverbs. Procedia - Social and Behavioral Sciences 98 International Conference on Current Trends in ELT, 242-250. doi: 10.1016/j.sbspro.2014.03.413

BECTA, (2003). What the research says about interactive whiteboards. The British

Educational Communications and Technology Agency, Coventry, England.

Bennett, S., & Lockyer, L. (2008). A study of teachers' integration of interactive whiteboards into four Australian primary school classrooms. Learning, Media & Technology, 33(4), 289-300. doi: 10.1080/17439880802497008

國際替代計量

國小教師與學生使用互動式電子白板觀點之差異研究

未授權

主題瀏覽