Interactive Projector as an Interactive Teaching Tool in the Classroom: Evaluating Teaching Efficiency and Interactivity.

This study reports on a measurement that is used to investigate interactivity in the classrooms and examines the impact of integrating the interactive projector into middle school science classes on classroom interactivity and students’ biology learning. A total of 126 7th grade Taiwanese students were involved in the study and quasi-experimental research with two-group posttest-only design was employed. Students in the experimental group were taught by using interactive projector (n=61) and their counterparts were taught by general data projector (n=65). The results show that there was no significant difference in students’ learning achievement between teaching through interactive projector and general data projector. More interactions were observed in the experimental group; however, its perceived teaching efficiency was not better than teaching with a general data projector. It is suggested that the integration of interactive technologies in the classrooms might not ensure better learning performance or teaching efficiency, although various types of interactive actions were observed. The possible interpretations and suggestions for future studies are provided.

[1]  Paul Warwick,et al.  A Dialogic Inquiry Approach to Working with Teachers in Developing Classroom Dialogue , 2011 .

[2]  N. Mercer,et al.  Methods for studying the processes of interaction and collaborative activity in computer-based educational activities , 2004 .

[3]  Gary Beauchamp,et al.  Interactivity in the classroom and its impact on learning , 2010, Comput. Educ..

[4]  Gary Beauchamp,et al.  The features of interactive whiteboards and their influence on learning , 2007 .

[5]  Ron Oliver,et al.  Interactions in multimedia learning materials : The things that matter , 1996 .

[6]  Paul Warwick,et al.  Using interactive whiteboards to orchestrate classroom dialogue , 2010 .

[7]  D. Kirsh.  A Few Thoughts on Cognitive Overload , 2000 .

[8]  Paula Mildenhall,et al.  Interactive Whiteboards: Interactive or Just Whiteboards? , 2010 .

[9]  Paul Warwick,et al.  Using interactive whiteboards to orchestrate classroom dialogue_unlinked , 2010 .

[10]  Gary Beauchamp,et al.  Teacher use of the interactive whiteboard in primary schools: towards an effective transition framework , 2004 .

[11]  Gary Beauchamp,et al.  Transition in pedagogical orchestration using the interactive whiteboard , 2012, Education and Information Technologies.

[12]  Rosemary Callingham,et al.  Levels of use of Interactive Whiteboard technology in the primary mathematics classroom , 2011 .

[13]  R. Mayer,et al.  Nine Ways to Reduce Cognitive Load in Multimedia Learning , 2003 .

[14]  R. Clark.  Reconsidering Research on Learning from Media , 1983 .

[15]  Paul Warwick,et al.  In the mind and in the technology: The vicarious presence of the teacher in pupil's learning of science in collaborative group activity at the interactive whiteboard , 2010, Comput. Educ..