Academic journal article International Electronic Journal of Elementary Education

Investigation of Elementary Education Students' Attitudes towards the Use of Smart Boards

Academic journal article International Electronic Journal of Elementary Education

Investigation of Elementary Education Students' Attitudes towards the Use of Smart Boards

Article excerpt

Introduction

Countries form various systems to maintain their presence in accordance with the political regime they adopt. Educational systems undertake the mission of getting individuals to gain the knowledge and skills the era required them to have. That knowledge and skills are conveyed through programs at schools that emerged at the end of the process of education being institutionalized. The importance of the usage of various methods and techniques and materials during the implementation of the program is often stated in the educational surroundings. For the methods and techniques to be supported by appropriate materials, those materials should be sufficient in terms of quantity and qualification. During the education-training process, traditional materials used in the past are replaced by modern ones by the advanced technology. Those materials are increasing day by day in terms of number and function. Kenar (2012) states this truth that technological products which are the easiest way of accessing knowledge have begun to be used frequently at schools. Today, computers, projectors, smart boards (SBs), various hardware and software are the prominent examples of those products. Smart board is a tool which is used frequently in the classroom because it works multi-directionally.

Smart boards have begun to be used in education at the end of the 1990s (Beeland, 2002). Schools are equipped with smart boards as part of FATİH (Movement of Enhancing Opportunities and Improving Technology) project started in 2010, in Turkey. Although they are often referred to as interactive white boards, electronic white boards, or smart boards, their forms of usage is similar (Erduran & Tataroglu, 2009; Türel & Demirli, 2010). Smart board is appropriate for being computer-projector link as well as being touch-operated. When the literature is examined, it is seen that smart boards are tools that support learning-teaching process (Adıgüzel, Gürbulak & Sarıçayır, 2011; Çelik & Atak, 2012; Geer & Barnes, 2007; Kennewell & Beauchamp, 2007).

According to the literature, the contribution of SBs to the learning-teaching process can be handled in two dimensions (Şad, 2012). First, the contribution to instructional excellence; second is the contribution to learning process. According to the findings obtained from various studies, SBs can make teaching more effective by being suitable for usage of three major senses i.e. seeing, hearing, and touching (Beeland, 2002; Hall & Higgins, 2005; Gündoğdu, 2014); as its rich visual presentation tools, teachers' use of photos, flash animations, videos (Ates, 2010), voice records and sound effects (Hall & Higgins, 2005) and also because of the interactivity of the screen , teachers and students' interference to the drawings, writings on the board (Erduran & Tataroğlu, 2009). SBs contribute to the learning by increasing motivation (Smith, Higgins, Wall & Miller, 2005; Türel & Demirli, 2010); providing students' active participation (Beeland, 2002; Elaziz, 2008); taking attention (Levy, 2002; Morgan, 2008); and considering individual differences (Beeland, 2002; Gündoğdu, 2014). Besides these contributions, the use of SBs have also limitations. Some of these limitations are necessitating hardware and software for working with computer technology; not being used in every lesson; being expensive, and lack of information and skills of teachers related to the use of SBs (Higgins, Beauchamp & Miller, 2007) and not being suitable to use with every teaching method.

SBs' contributions and limitations above can create various experiences and impressions in students. Students also obtain different affective behaviors by SBs in the teaching pro1 cess besides they get knowledge and skills. One of these affective behaviors is attitude. Generally, attitude means the individual's view to a person or an object. According to Smith (1968), attitude means a tendency which attributes to the individual and forms his/her thought, emotion and behaviors related to a psychological object in a proper way (as cited in Kağıtçıbaşı, 2008, p. …

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