Rationale
At Horizon International Bilingual School (H.I.B.S.) in Hanoi, the integration of SmartBoards in nearly all classrooms aims to enhance teaching methods, yet there remains uncertainty about their effective use among teachers and students Initially, the only classroom without a SmartBoard was the 12th grade, which has since been equipped with this technology Historically, while H.I.B.S has had SmartBoards, their utilization was limited due to a lack of knowledge and suitable software among teachers Since the 2011 academic year, I have observed this firsthand and noted the school's recent efforts to provide training, albeit limited to just two mornings, along with program materials for teachers H.I.B.S is committed to ensuring that educators acquire the skills necessary to utilize SmartBoards effectively, supported by resources from their educational publishing partner and training on creating engaging SmartBoard lessons.
In my efforts to enhance lessons at Horizon International Bilingual School, I aimed to integrate the SmartBoard more effectively, despite feeling undertrained in its use I am uncertain about my colleagues' perspectives on SmartBoard technology in education This thesis will explore the opinions of both teachers and students regarding the implementation of SmartBoard technology in the classroom.
H.I.B.S during the 2013-2014 academic year and show suggestions to improve its use, based on my observations and data gathered and analysis.
Purpose
During my three years of teaching at H.I.B.S from 2011 to 2014, I encountered students with varying levels of English proficiency, often from diverse backgrounds, which created communication barriers Despite their eagerness to interact, many students struggled to express themselves in English I observed that the use of SmartBoards significantly enhanced student engagement and collaboration, enabling them to communicate through non-verbal cues even when verbal communication was limited However, I have been reflecting on the overall effectiveness of integrating this technology into the learning environment at H.I.B.S., considering the challenges I witnessed throughout my teaching experience.
Incorporating a localized context-sensitive approach, H.I.B.S utilizes Oxford iTools programs for secondary and high school students, enhancing memory retention through diverse learning methods The subject matter from textbooks is reinforced by presenting the same information in an engaging audio-visual interactive format, promoting better retention of key topics and concepts.
Initially, I believed that practicality involves teachers striving to challenge the unequal power dynamics between theory and practice This can be achieved by encouraging students to engage actively in class and confidently apply their knowledge in front of their peers.
Students will first learn the theory before applying it in their workbooks After completing these tasks, they are likely to demonstrate their knowledge through interactive programs that reinforce their learning This approach allows for more practice with interactive lessons featuring native speakers.
Kumaravadivelu’s possibility principle suggests that the integration of SmartBoards in classrooms can lead to social transformation, reflecting the pervasive influence of high technology in students' daily lives Modern lifestyle changes are reshaping students' identities, as evidenced by their frequent use of personal computers, iPods, iPads, smartphones, and electronic translators Furthermore, this technology not only facilitates language learning but also serves as a medium for cultural education, highlighting the interconnectedness of language and culture in ESL learning.
SmartBoard technology is a valuable resource for teaching English as a second or foreign language, both now and in the future Educators need to familiarize themselves with these tools to effectively integrate them into their classrooms Today's students are quickly adapting to the latest technologies used in language learning and other subjects It is essential for everyone involved in education to understand how SmartBoards can enhance the learning experience and support the acquisition of new languages or subject matter.
This research project will engage students and teachers at Horizon International Bilingual School in Hanoi, Vietnam, during the 2013-2014 academic year By utilizing SmartBoard technology, the project aims to enhance students' understanding of diverse cultures while improving their English language skills and knowledge across various subjects Additionally, it seeks to foster greater engagement in their learning and social development as they transition from adolescence into young adulthood, preparing them to make a significant impact in the future.
This article examines the impact of technology on teaching and learning at H.I.B.S in Hanoi, Vietnam, highlighting research focused on its effectiveness in the classroom.
During the 2013-2014 academic year at H.I.B.S., I taught 8th grade international students and all students in grades 9 through 12 The 9th and 10th graders actively engaged in learning English and enjoyed using the Smartboard in class However, the 11th grade, our largest class, often struggled to maintain focus, while the 12th grade, which recently received a Smartboard, showed little interest in their education, except for one student It is disheartening to witness the lack of motivation among 12th graders in their final year I believe that with the integration of a Smartboard and effective teaching strategies, educators can enhance student engagement and foster their development as social individuals.
To enhance student engagement and language proficiency, I revamped my teaching methods to foster greater classroom participation and cultural awareness I had the opportunity to teach an elective class for international students in grades 8 and 11, who came from diverse cultural backgrounds and were often unfamiliar with each other’s norms This allowed us to explore a variety of topics, including current events, through discussions and debates In the first semester, we focused on international debate practices and relevant topics, while the second semester emphasized public speaking skills, where students presented speeches on their respective countries.
Students from six different cities presented their cultures and experiences to enhance their public speaking skills and boost their self-confidence before attending H.I.B.S Half of the students expressed enthusiasm for using the SmartBoard in their presentations, integrating videos, images, and audio to create engaging PowerPoint slides Ultimately, four out of the eight students opted to utilize the SmartBoard technology, while the others chose not to, highlighting the freedom of choice in their presentation methods.
Significance
This thesis aims to enhance English language education and other subjects for future teachers and students at H.I.B.S By promoting the effective use of SmartBoard technology, I hope to foster a progressive teaching approach that benefits learners academically and socially Having worked at H.I.B.S for three years, I have developed a deep appreciation for my role, students, and colleagues within this educational community Recent changes, including the consolidation of secondary and high schools with the existing primary school, have created a full Pre-Kindergarten through 12th-grade institution, encouraging greater social interaction among students This environment promotes moral development and shapes positive future behaviors.
Scope
This thesis aims to explore the experiences of high technology-based learning through the perspectives of both students and teachers, focusing on the use of SmartBoard technology as an educational tool in the classroom.
Goal 1: To provide an overview of SmartBoard technology as a teaching instrument
Goal 2: To illustrate to the reader how SmartBoard technology is used in the classroom at Horizon International Bilingual School, Hanoi, Vietnam
Goal 3: To illustrate to the reader how the students and teachers perceive the use of SmartBoard technology use in their classroom settings
Goal 4: To look at concerns about the use of SmartBoard technology within the classroom settings at Horizon International Bilingual School, Hanoi, Vietnam
Goal 5: To provide directions and motivation for further study and implementation of the use of SmartBoard technology at Horizon International Bilingual School, Hanoi, Vietnam
This thesis investigates the use of SmartBoard technology in various classroom settings at Horizon International Bilingual School in Hanoi, Vietnam, focusing on five key goals Utilizing surveys designed to capture the experiences of teachers and students from 2013 to 2014, the study documents their perceptions and success in learning through SmartBoard technology Additionally, classroom observations of teachers employing this technology were conducted The aim is to enhance the optimization of SmartBoard usage not only at Horizon School but also in educational institutions globally.
Methodology
This thesis presents a qualitative research analysis supplemented by quantitative methodology, focusing on numerical data rather than solely on the open-ended questions from questionnaires distributed to students in grades 8 through 12 at Horizon International Bilingual School in Hanoi, Vietnam, during the 2013-2014 academic year A literature review was constructed based on existing research findings, which informed the development of questionnaires administered to both teachers and students primarily in the 8th to 12th grade range.
In my research at HIBS with 12th-grade students, I gathered data through questionnaires and observed the interactions between teachers and students using SmartBoard technology Additionally, I incorporated this technology in my own classrooms, leading to the development of a research thesis grounded primarily in qualitative methodology, supplemented with quantitative data.
Organization (structure of the thesis)
This thesis is structured into three main sections: Part A introduces the rationale, aims, significance, scope, organization, and research questions Part B presents the core development of the research project, including a literature review in Chapter One, the methodology for data collection in Chapter Two, and the analysis of results along with implications for future research in Chapter Three Finally, Part C concludes with the key insights derived from the research study.
Research Questions
1 How do the students view the use of SmartBoards in their classrooms?
2 How do teachers at H.I.B.S view the use of SmartBoard technology?
LITERATURE REVIEW
Use of SMART Boards for teaching, learning
The first selection that I will review is Use of SMART Boards for teaching, learning and assessment in kindergarten science, written by Chris Preston and Lee
Mowbray (Teaching Science, 54, 2: 2008) This article presents findings from classroom-based research with kindergarteners at Abbotsleigh Junior School located in the U.K
The article examines studies conducted with kindergarten students during science lessons, highlighting their ability to utilize deductive reasoning on SmartBoards to tackle complex problems, such as measuring the travel distance of Lego cars on various surfaces It details the implementation of these lessons and evaluates the advantages and limitations of SmartBoards, noting their ease of use and engagement factor for children, which aids in eliciting prior knowledge and enhancing conceptual and developmental skills Additionally, the article provides evidence of improved assessment methods for young learners who may struggle with traditional pen-and-paper testing, demonstrating the effectiveness of SmartBoards in facilitating knowledge acquisition.
The article outlines ten limitations of using SmartBoards in the classroom, including high costs, challenges in setting up the classroom, and the restriction of only allowing one child to use the board at a time due to the special pen required It emphasizes that SmartBoards should serve as effective tools while maintaining the teacher's role as a facilitator, particularly in adopting a 'minds on' approach to science education Furthermore, it highlights that students in grades 5 and 6 gain the most benefits from SmartBoard-based lessons.
The unexpected impact of SMART Boards and the emergence of a professional learning
professional learning community within an elementary school
The article "My Teaching Took Off Sideways: The Unexpected Impact of SMART Boards and the Emergence of a Professional Learning Community within an Elementary School" (Naylor et al., 2008) explores the significant effects of SmartBoard technology on teaching and learning in an elementary school setting Published for the British Columbia Teachers' Federation, it addresses two main issues: the influence of SmartBoards on pedagogical practices and the enhancement of the school's learning community The findings indicate that SmartBoards positively transformed teachers' instructional methods, leading to improved student engagement, retention, and academic performance Additionally, the initiative fostered collaboration among teachers, resulting in regular meetings to address challenges related to SmartBoard integration and culminating in the development of a shared Wiki project, thereby strengthening their professional learning community.
Beginner Adult ESL Education in the Age of Technology
In "Beginner Adult ESL Education in the Age of Technology," Abdulaziz Aljabre emphasizes the necessity of integrating technology into beginner-level ESL classrooms to enhance teaching and learning experiences The paper highlights that older adult learners often face challenges with technology, such as basic tasks like logging onto a computer, which can hinder their educational progress Aljabre argues that many adult ESL learners, particularly those from lower-income communities and immigrant backgrounds, lack prior exposure to technology, making it essential for educators to teach them how to navigate these tools The research focuses on non-traditional community college students, including immigrants, refugees, and international students, who seek to improve their English language skills but may have limited access to technological resources Overall, the paper underscores the significant impact of technology on modern education and the urgent need to equip adult learners with the necessary digital skills.
The integration of visual technology and multi-modal approaches in learning significantly enhances language acquisition for students, especially in basic language skills While the paper examines the use of SmartBoards, it also highlights the importance of older technologies like CD and DVD players, as well as computers The author points out the challenges faced by students who lack access to technology outside the classroom and the limited time they have to learn it independently It is crucial for educators to teach foundational technology skills alongside language instruction, as many community college students encounter various obstacles in their learning journey The paper emphasizes that technology is constantly evolving, necessitating continuous adaptation to meet educational needs, and underscores the responsibility of ESL/EFL teachers to equip students with both language and essential technological skills.
Second Language Learning in the 21 st Century Classroom
The final publication that I will review was taken from the Brandon University Journal of Graduate Studies in Education The article, Second Language
In her article "Learning in the 21st Century Classroom," Heather Scholz (2010) explores how various technologies enhance linguistic and communicative skills for second language learners She emphasizes that today's learners engage with education differently than those in previous decades, noting a shift in their responsiveness to traditional teaching methods The article highlights that second language learners are eager to connect with others through social networking and videoconferencing, while tools like SmartBoards offer interactive learning experiences that cater to their needs.
In the 21st-century classroom, collaborative learning is enhanced by computer technology, fostering creativity, critical thinking, and problem-solving skills New technologies, such as social networking and videoconferencing, provide unique opportunities for students to connect with peers across different locations and times Personalized learning is crucial in Canada and can be effectively achieved through technology, including tools like Dragon Naturally Speaking, which supports auditory learners, and SmartBoards, which promote hands-on learning Technology enables students to study at their own pace and reinforces their learning through various methods As teachers integrate technology into their classrooms, students are increasingly taking control of their learning experiences, highlighting the shift towards a personalized learning approach The role of teachers is evolving into that of facilitators, adapting to the rapid changes brought about by technological advancements Additionally, the use of SmartBoards is emphasized as a powerful tool for language acquisition and communication, further supporting the dynamic learning environment of the 21st century.
The SmartBoard serves as a vital tool that facilitates seamless communication while leveraging computer features, ultimately enhancing learning experiences Additionally, it significantly boosts interaction time between teachers and students, fostering a more engaging educational environment.
In a classroom of 14 students, effective vocabulary teaching can be achieved by having everyone read the same article simultaneously, while the SmartBoard enhances hands-on learning and student engagement Addressing cultural education is crucial, as certain cultural elements are integrated into second-language instruction Utilizing available technologies can foster a deeper understanding of diverse cultural aspects Ultimately, the article underscores the importance of teaching technical literacy in second-language classrooms and highlights the role of technology in cultural education, aligning with the 'global citizenship outcomes' emphasized in Canadian education.
The articles reviewed consistently highlight the positive impact of SmartBoards on language learning and subject material comprehension in the classroom Most emphasized the numerous benefits of utilizing SmartBoard technology effectively for enhanced learning acquisition However, "Beginner Adult ESL Education in the Age of Technology" presented a different perspective, focusing primarily on the advantages of SmartBoards Additionally, "Second Language Learning in the 21st Century Classroom" underscored the importance of teaching technology literacy alongside language skills, indicating a broader educational need.
In today's global teaching landscape, the integration of SmartBoards is becoming increasingly common in classrooms worldwide With personal experience teaching ESL/EFL and various subjects to students from diverse cultural backgrounds in countries like Korea, Thailand, China, and Vietnam, I have utilized SmartBoards in most of my teaching environments However, during my time in Thailand, I encountered a lack of modern technology in the classroom, highlighting the varying levels of technological adoption in international education.
All of these papers, with the exception of Beginner Adult ESL Education in the Age of Technology, can help me towards conducting this research paper about
The effectiveness of SmartBoard technology in teaching at Horizon International Bilingual School in Hanoi highlights the importance of modern technology in second-language learning With a diverse student body of affluent Vietnamese and international learners, the integration of innovative tools like SmartBoards enhances educational experiences As technology rapidly evolves, both teaching and learning styles must adapt to incorporate these advancements, fostering a more engaging and effective multicultural learning environment.
In the future, I hope SmartBoard technology becomes widely accessible to English language learners in Vietnam, as it is currently limited to a few expensive international schools Unfortunately, many teachers in these institutions do not fully leverage the capabilities of SmartBoards Understanding how to effectively integrate this technology into English language learning requires extensive training, and I recognize that I, too, have much to learn about the best software for educational implementation It is essential to document student learning progress and educate current and future teachers on the benefits and challenges of using SmartBoards in ESL classrooms if educational institutions wish to adopt this innovative technology.
METHODOLOGY
Data Collection Information
As my main method of research I handed out questionnaires to both teachers and students to help me gather unbiased qualitative data results of my findings of
17 the utilization and effectiveness in teaching at H.I.B.S during the 2013-2014 academic year Teachers from Turkey, Turkmenistan, Vietnam, and the United States have completed the surveys, revealing results of mixed feelings.
Demographics and 2.1.3 School
I interviewed nine teachers who primarily taught secondary and high school students (grades 6-12), although three of them also utilized SmartBoards for nursery and primary education The subjects they taught included Physics, Biology, Mathematics, ICT, Culture, Reading, Writing, Drama, Morals, Swimming, Music, and English language.
Data Collection
In a recent survey of nine teachers, seven reported using the SmartBoard several times a week, with two using it daily While seven teachers indicated they had received training on the SmartBoard, more than 50% of those surveyed felt inadequately trained Comfort levels varied, as five teachers felt comfortable using the SmartBoard, three did not, and one had mixed feelings Regarding the impact of the SmartBoard on student engagement and interest in learning, five teachers noted a significant positive effect, three acknowledged a moderate impact, and one felt it had minimal influence.
18 into their lesson plans to facilitate learning activities in their classroom, six teachers answered positively, while three answered that they did not
In a recent survey, seven out of nine teachers expressed confidence in assisting their peers with SmartBoard technology, while one teacher felt uncomfortable and another cited issues related to a different Operating System When it comes to seeking help for SmartBoard usage, seven teachers were open to asking for assistance; however, one teacher reported having specific problems and a lack of available support, while another felt entirely uncomfortable requesting help Regarding their own confidence levels, only two teachers rated themselves as very confident in using the SmartBoard, six felt somewhat comfortable, and one teacher did not feel confident at all in utilizing the technology in their classrooms.
Does the Teacher feel comfortable while using these SBs?
Does the Teacher feel comfortable helping others use the SB
Does the Teacher feel comfortable asking for help with the SB?
Horizon International Bilingual School has supplied CDs and interactive software to enhance SmartBoard usage in classrooms However, a survey revealed that only four out of nine teachers actively utilize these resources, while five do not Additionally, one teacher indicated they had not been introduced to the materials.
In a study of the Promethean ActiveOffice Tools, it was found that five out of nine teachers actively used the provided resources, while four did not Additionally, when inquired about the use of SmartBoards for accessing websites, six out of nine teachers confirmed their usage, whereas three reported they did not utilize this feature.
The questioning phase concluded with multiple-choice queries that yielded clear answers Subsequently, I requested the same teachers to respond to open-ended questions, and seven out of nine teachers completed this section in full.
In a recent survey of teachers regarding the integration of SmartBoards into their lessons, seven out of nine educators reported experiencing significant positive benefits These advantages highlight the effectiveness of SmartBoard technology in enhancing the learning environment and engaging students more effectively.
Teacher #1: “Mostly I show the steps of tasks and it makes it very easy for the students (to understand).”
Teacher #2: “It (the SmartBoard) facilitates teaching and getting attention of the students.”
Teacher #3: “It makes (the) classroom interesting.” and “Students learn subjects easily.”
Teacher #4 emphasizes that engaging students through game-like activities not only attracts their interest but also allows them to relax and recharge when they feel bored from traditional listening This approach enhances learning by making the educational experience more enjoyable and interactive.
Teacher #5 emphasizes the benefits of using an activeboard in lectures, stating that it allows for easy access to previous lessons This interactive tool keeps students engaged and awake, as they look forward to the unique elements incorporated into the lessons Additionally, it fosters greater motivation and interaction among students, enhancing their overall learning experience.
Teacher #6: “Easy to display media and materials,” “Big screen for students,” and “More exciting compared to a traditional OHP [overhead projector].”
Teacher #7: “It can make learning much more internal.”
In a recent inquiry regarding the limitations of SmartBoard usage in the classroom, nine teachers provided feedback Four teachers offered detailed insights into the drawbacks they observed, while two reported no perceived limitations, and three chose not to respond.
Teacher #1 expressed concerns about the technology used in the classroom, noting that it occasionally becomes unresponsive or slows down, which can hinder its effectiveness Additionally, some features may not function as intended during lessons, and there are instances where proper calibration is not achieved.
Teacher #2: “The projector light is coming from the front, so sometimes it’s uncomfortable.”
Teacher #3 expressed concerns about the classroom technology, stating that the projectors are frequently malfunctioning and not properly calibrated Additionally, the VGA cables are often damaged, causing issues with personal computers Furthermore, the WiFi connectivity has consistently been unreliable, impacting the overall teaching experience.
Teacher #4: “They are not very reliable for concerning a classroom’s needs.”
Teachers at Horizon International Bilingual School in Hanoi provided insights on enhancing SmartBoard technology in the classroom, with seven out of nine educators sharing their suggestions.
Teacher #1: “By creating some more tools in order to make it easier to be used.”
Teacher #2: “They can buy the tools and new models (like smart-tables).”
Teacher #3: “Train new teachers how to use SmartBoard,” “Ask students to use SmartBoard when teacher is teaching,” and “Maybe we can update projectors and new SmartBoards.”
To enhance classroom efficiency, it is essential to install better projectors and provide fixed computers in each classroom This improvement would eliminate the time wasted on setting up and connecting personal devices to the SmartBoard and projector, allowing teachers to focus more on instruction.
Teacher #5: “Maybe we (the administration board) should require lesson plans prepared on the active board,” “Observe the teachers teachings more frequently,” and “Give out some awards.”
Teacher #6: “Monitor components and promptly fix them.”
When asked what features of the SmartBoard that they would like to know more about, I received the following responses:
Teacher #1: “Short ways of using tools.”
Teacher #2: “All of them I am a professional user.”
Teacher #3: “Drawing and listening parts.”
Teacher #5: “Hiding and revealing effects,” and “Adding layers and their order.”
Teacher #6: “How to import a pdf to Promethian The only way I have been successful is to take screen shots and import a jpg picture It is tedious but works.”
Next I posed a question from that which I did not know what feedback I would find I asked these same teachers why they thought that HIBS’s school director wants the teachers to use Smartboards in the classroom This time eight out of the nine teachers questioned presented their answers These are the findings that I gathered:
Teacher #1: “High-tech education and being modern,” and “Make a new tool in giving the education by the best and reliable way.”
Teacher #2: “It ‘SmartBoard’ is helpful for students,” and “Students feel bored when they learn only from books.”
Teacher #3: “This is technology He wants to adapt his school with developed technology.”
Teacher #4: “There are benefits of the SmartBoard for the students and the teachers and the school.”
The modern and interactive teaching tool enhances the classroom experience by serving as both a board and a screen It allows educators to underline, circle, or cross out important words, making lessons more engaging and interesting This technology transforms the classroom into a more professional and educational environment.
Teacher #6: “He might want to show people that we’re a modern school using the latest tech of education.”
Teacher #7: “It will impress the parents.”
Teacher #8: “To keep up with the changing attention span of our modern children.”
Implications for Further Research
While examining the challenges of SmartBoard technology, I realized the overlooked issues faced by students, such as inadequate lighting for note-taking, which can strain their eyes Many students already wear glasses, raising concerns about potential eye damage from SmartBoards To address this, developing an extra-large touch screen LCD TV with integrated interactive software could enhance usability without requiring dim lighting However, students also noted that current SmartBoard technology is costly Although creating a hybrid LCD/computer touch screen may be even more expensive, rapid advancements in technology could make such innovations feasible for future learners.
33 from these SmartBoards will learn from the technology itself to be able to further advance its technology in the future
A significant concern among teachers is the adequacy of training and ease of use regarding the SmartBoard technology While seven out of nine teachers reported receiving training, many, including myself, feel that the training sessions—limited to just one and a half mornings—are insufficient for mastering the SmartBoard's features Interestingly, some students demonstrated a better understanding of the technology than their teachers All teachers expressed a desire for more comprehensive knowledge about the SmartBoard's capabilities To address this, ongoing training through regular workshops could be beneficial, fostering an environment where teachers feel comfortable asking questions, gaining confidence, and effectively integrating the SmartBoard into their lessons with interactive student engagement.
The SmartBoard offers numerous advantages for enhancing student engagement and simplifying the learning process, particularly when paired with appropriate software and educational games It facilitates easy access to past lectures and multimedia content, capturing the interest of over 50% of students However, there are drawbacks, such as the potential loss of valuable classroom time during setup, eye strain for students, challenges in note-taking, and the risk of causing some students to lose focus.
To enhance the educational experience at H.I.B.S., it is essential to implement key actions based on recent findings Firstly, I recommend installing stable, permanently attached computers to the SmartBoards, ensuring they are properly wired and calibrated Additionally, maintaining projectors effectively is crucial for optimal performance H.I.B.S should also ensure that all software is pre-installed and functional, facilitating a smoother teaching process that benefits students To address eye strain, a comfortable lighting system should be installed to provide minimal light for easier note-taking Rather than investing in entirely new systems, H.I.B.S should maximize the use of existing technology Teaching time on SmartBoards should be standardized through collaboration among teachers, parents, administrators, and students Encouraging anonymous feedback from students regarding the SmartBoard's usage will further improve the learning process Lastly, ongoing training seminars for teachers on SmartBoard utilization are vital, as initial training at the beginning of the academic year is insufficient for fostering confidence and creativity in lesson design.
The potential of modern technology in education is significant, as it can enhance the learning of complex topics through a combination of auditory, visual, and tactile features However, further research is essential to fully understand its impact It is crucial for teachers and students to have opportunities for personalized feedback, enabling educators to better meet their students' needs I recommend that H.I.B.S continue the research I have initiated on integrating modern technology in the classroom to maximize its effectiveness.
35 a great job in providing teachers and students with the latest technology, but further ongoing research should be implemented to adapt to its actual use in the classroom
The History of Smart Board Technology | GTeach (n.d.) Retrieved from http://www.gteach.com/the-history-of-smart-board-technology.html
Preston, C., & Mowbray, L (2008) Use of SMART Boards for teaching, learning and assessment in kindergarten science Teaching Science, 54(2), 50-53
Aljabre, A (2012) Beginner Adult ESL Education in the Age of Technology International Journal of Advanced Information Technology, 2(1), 1-10
In their 2008 study, Naylor et al explore the transformative effects of SMART Boards in an elementary school setting, highlighting how these tools not only enhanced teaching practices but also fostered the development of a professional learning community among educators The unexpected outcomes of integrating technology into the classroom are discussed, emphasizing the collaborative growth and shared learning experiences that emerged as a result This research underscores the significant role that innovative teaching tools can play in reshaping educational environments and promoting professional development among teachers For more details, visit the British Columbia Teachers' Federation website.
Scholz, H (2010) Second Language Learning in the 21st Century Classroom BU Journal of Graduate Studies in Education, 2(2), 32-36 Retrieved from http://www.brandonu.ca
SmartBoard Education Survey: Teachers at Horizon International Bilingual School, Hanoi, Vietnam (2013-2014):
1) What grade(s) do you teach?
2) What subject(s) do you teach?
3) How often do you use the SmartBoard in your classroom?
Never A couple times a week Several times a week
4) Have you been trained to use the SmartBoard in your classroom?
5) Do you feel that you have been properly trained to use the SmartBoard in your classroom?
6) How has having a SmartBoard in your classroom affected the interest and engagement of your students in the desire to learn in their classroom setting? Not at all A little Somewhat A lot
7) Do you include the use of the SmartBoard into your lesson plans to facilitate learning activities in your classroom?
8) Do you feel comfortable using the SmartBoard in your classroom?
9) Do you use the dry erase tools on the SmartBoard (Promethian
10) Do you utilize websites on the SmartBoard? If yes, please list the most used
11) Do you utilize materials provided by the school (HIBS)? (Oxford iTools)
12) Do you feel comfortable helping other teachers use the SmartBoard?
13) Do you feel comfortable asking for help when you need it, in the utilization of the SmartBoard?
14) How confident are you in using the SmartBoard in your classroom? Not at all A little Somewhat Very
15) What benefits do you see in incorporating the SmartBoard into your lessons?
16) Why do you think our school’s director wants to use SmartBoards in the classroom?
17) What drawbacks do you see from using the SmartBoard during your lessons?
18) What features of the SmartBoard do you want to know more about?
19) How can Horizon improve the use of SmartBoard technology in the classroom?
20) What else can you tell me from your experience in using the SmartBoard during your lessons that you teach at Horizon International Bilingual School, Hanoi, Vietnam? (Please use the back if necessary.)
Education Survey: Students at Horizon International Bilingual School, Hanoi, Vietnam (2013-2014):
1) What grade are you in?
2) How often do your teachers use the SmartBoard for teaching lessons in class?
3) How has your level of interest in learning been affected because of having a SmartBoard in your classrooms?
A lot Somewhat A small amount None
4) Do you think that when your teachers use the Smartboard, you have a better understanding of the subject matter?
5) You have become more motivated to learn because of the use of the
Strongly Disagree Disagree Agree Strongly Agree