Introduction
There are many forms of Interactive White Board Technologies (IWBT), but usually an IWBT combines an electronic touchable whiteboard connected to a network computer and a data projector. IWBT allows teachers and students control applications by touching the screen with their fingers or writing digitally with a non-ink pen tool. The touch-sensitive nature of IWBT facilitates more efficient presentation and more professional delivery of multimedia resources (Smith et al. 2005).
The IWBT or the smart board is believed to increase the effectiveness of teaching both qualitatively and quantitatively and to greatly facilitate the use and benefits of computers and the Internet for teachers (Somyürek et al. 2009). IWBT represents a tool and an environment that promotes dialogue and knowledge building among students (Warwick et al. 2010). Students can benefit from the different learning styles provided by IWBT features and software application where students could see, touch, and...
This is a preview of subscription content, log in via an institution to check access.
References
Baek Y, Jung J, Kim B (2008) What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample. Comput Educ 50:224–234
Barak M (2007) Transition from traditional to ICT-enhanced learning environments in undergraduate chemistry courses. Comput Educ 48:30–43
Gursul F, Tozmaz G (2010) Which one is smarter? Teacher or board. Procedia Soc Behav Sci 2:5731–5737
Korucu O, Aktaş C, Katrancioğlu S (2011) Adaptation problems and attitudes of teachers towards technological material using in courses. Procedia Soc Behav Sci 28:311–315
López O (2009) The digital learning classroom: improving English language learners’ academic success in mathematics and reading using interactive whiteboard technology. Comput Educ. https://doi.org/10.1016/j.compedu.2009.09.019
Salinas M (2006) From Dewey to gates: a model to integrate psychoeducational principles in the selection and use of instructional technology. Comput Educ. https://doi.org/10.1016/j.compedu.2006.08.002
Schmid E (2008) Potential pedagogical benefits and drawbacks of multimedia use in the English language classroom equipped with interactive whiteboard technology. Comput Educ 51(4):1553–1568
Slay H, Siebörger I, Hodgkinson-Williams C (2008) Interactive whiteboards: real beauty or just “lipstick”? Comput Educ 51(3):1321–1341
Smith HJ, Higgins S, Wall K, Miller J (2005) Interactive whiteboards: boon or bandwagon? A critical review of the literature. J Comput Assist Learn 21(2):91–101
Somyürek S, Atasoy B, Özdemir S (2009) Board’s IQ: what makes a board smart? Comput Educ 53(2):368–374
Stoica D, Paragin F, Paragin S, Mirona C, Jipa A (2011) The interactive whiteboard and the instructional design in teaching physics. Procedia Soc Behav Sci 15:3316–3321
Warwick P, Mercer N, Kershner R, Staarman J (2010) 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. Comput Educ, In Press, Corrected Proof, Available online 6 February 2010
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this entry
Cite this entry
Al-Qirim, N. et al. (2020). Smart Board Technology in Higher Education Institutions. In: Tatnall, A. (eds) Encyclopedia of Education and Information Technologies. Springer, Cham. https://doi.org/10.1007/978-3-319-60013-0_221-1
Download citation
DOI: https://doi.org/10.1007/978-3-319-60013-0_221-1
Received:
Accepted:
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-60013-0
Online ISBN: 978-3-319-60013-0
eBook Packages: Springer Reference Computer SciencesReference Module Computer Science and Engineering