Study the Effectiveness of Technology-Enhanced Interactive Teaching Environment on Student Learning of Junior High School Biology
 
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1
Taichung Municipal Yu-Ying Junior High School, Taichung City, Taiwan (R.O.C.)
2
Department of Education and Learning Technology, Department of Education and Learning Technology, National HsinChu University of Education, Taiwan (R.O.C.)
3
Graduate Institute of Science Education, National Taiwan Normal University, Taiwan (R.O.C.)
CORRESPONDING AUTHOR
Tzu-Hua Wang   

Department of Education and Learning Technology, Department of Education and Learning Technology, National HsinChu University of Education, Taiwan (R.O.C.), No. 521, NanDa Rd., 300 HsinChu City, Taiwan
Publish date: 2015-04-02
 
EURASIA J. Math., Sci Tech. Ed 2015;11(2):263–275
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ABSTRACT
This research investigates the effectiveness of integrating Interactive Whiteboard (IWB) into the junior high school biology teaching. This research adopts a quasi-experimental design and divides the participating students into the conventional ICT-integrated learning environment and IWB-integrated learning environment. Before teaching, students took the pre-test of summative assessment. The entire teaching process was recorded as a teaching video for analysis of teacher-student verbal interactions. Finally, students took the post-test of summative assessment and Constructivist Multimedia Learning Environment Survey (Maro & Fraser, 2005). The findings show that students in the IWB group have significantly better learning effectiveness. They also tend to have more positive attitudes towards their learning environment. The verbal interactions in the IWB group tend to involve less lecturing and more active participation by students.
eISSN:1305-8223
ISSN:1305-8215