臺灣博碩士論文加值系統

互動式電子白板已漸漸被廣泛應用在台灣的國小教學中(Chung, 2011)。相關研究顯示越來越多的研究調查教師對於電子白板融入教學的觀點(Türel & Johnson, 2012)，然而，對於學生在電子白板融入教學方面的觀點卻甚少。了解學習者對於電子白板輔助教學的觀點和態度是必要的。因此，本研究旨在探討國小教師與學生使用互動式電子白板的觀點是否有差異，此外，本研究也探討數學老師與英文老師是否會因為教學科目的不同而對於在教學中使用電子白板有觀點上的差異。本研究共75位國小教師與496位國小學生參與，分別為15位英語教師與60位數學教師，243位四年級學生與253位六年級學生。研究工具包括問卷、課室觀察以及訪談。根據研究結果顯示國小教師和學生在: (1)學習層面 (2)電子白板融入教學的態度 (3)電子白板使用的缺點方面有顯著差異。而國小數學老師與英文老師在: (1)電子白板使用難易度認知 (2)電子白板融入教學的態度 (3)學生和學生間的互動關係方面有顯著差異。根據以上結果，本研究可提供相關教育人員實際教學建議及研究方向之參考。

The interactive whiteboard has become increasingly popular and been used widely in the classroom in Taiwan (Chung, 2011). Teachers’ views on implementing interactive whiteboard in the teaching-learning process have been investigated widely (e.g. Türel & Johnson, 2012). However, few studies focus on students’ perceptions when interactive whiteboard is used in class. Taking learners’ perspectives into consideration and understanding their attitudes on integrating interactive whiteboard into teaching and learning process is important. Therefore, the main purpose of this study is to investigate elementary teachers’ and students’ perceptions of using interactive whiteboard. In addition, this study hopes to find out whether there is a gap between teachers’ and students’ point of view. Furthermore, it also hopes to compare elementary English and mathematics teachers’ views on using interactive whiteboard. In this study, the participants are elementary teachers and students, including 15 English teachers, 60 mathematics teachers, 243 fourth graders, and 253 sixth graders. The research methods adopted in the study are questionnaire, classroom observation, and semi-structured interview. The findings of the study reveal that elementary school teachers and students are different in terms of their perceptions on (1) aspects of learning for, (2) attitude toward, and (3) disadvantages of employing interactive whiteboard in the classroom. The results also demonstrate that elementary mathematics and English teachers have different perceptions of using interactive whiteboard in relation to (1) manipulation and function, (2) attitude toward utilizing interactive whiteboard in the teaching-learning process, and (3) interaction between students and students. The results of this study are important in providing suggestions for teachers and educators who are concerned about the implementation of interactive whiteboard in the classroom.

Table of contents
摘要 I
ABSTRACT II
ACKNOWLEDGEMENTS IV
TABLE OF CONTENTS VII
LIST OF TABLES X
LIST OF FIGURES XII
CHAPTER 1 INTRODUCTION 1
1.1 Background 1
1.2 Motivation of the study 3
1.3 Purpose of the study and research questions 4
1.4 Significance of the study 5
CHAPTER 2 LITERATURE REVIEW 7
2.1 Elementary school technology education in Taiwan 7
2.2 The use of IWB in Taiwan 8
2.2.1 Definition of IWB 8
2.2.2 Benefits of integrating interactive whiteboard into the teaching and learning practice 10
2.2.3 Disadvantages, difficulties and limitations 13
2.2.4 Teachers’ view toward using IWB 14
2.2.5 Students’ view toward using IWB 16
CHAPTER 3 METHODOLOGY 19
3.1 Setting 19
3.2 Participants 21
3.3 Instruments 22
3.3.1 Questionnaire 23
3.3.2 Semi-structured interview 25
3.3.3 Classroom observation 26
3.4 Pilot study 27
3.4.1 The purpose of the pilot study 27
3.4.2 Selection of the participants 28
3.4.3 Reliability of questionnaire in the pilot study 30
3.5 Procedure 31
3.6 Data collection and analysis 33
CHAPTER 4 ANALYSIS AND RESULTS 34
4.1 Analysis and results of research question one 34
4.1.1 Results of questionnaire for research question one 34
4.1.2 Results of classroom observation for research question one 47
4.1.3 Results of semi-structured interview for research question one 51
4.2 Analysis and results of research question two 57
4.2.1 Results of questionnaire for research question two 57
4.2.2 Results of classroom observation for research question two 70
4.2.3 Results of semi-structured interview for research question two 73
CHAPTER 5 DISCUSSION AND CONCLUSION 79
5.1 Summary of key findings 79
5.2 Pedagogical implication 83
5.3 Limitation and further research directions 84
5.4 Closing remarks 86
REFERECES 87
APPENDICES 95
Appendix A Parental Consent form 95
Appendix B Teachers’ questionnaire in the main study 96
Appendix C Students’ questionnaire in the main study 101
Appendix D Interview questions for mathematics and English teachers 104
Appendix E Interview questions for students 106
Appendix F Classroom observation sheet 108
Appendix G Teachers’ questionnaire in the pilot study 110
Appendix H Students’ questionnaire in the pilot study 115
Appendix I Comments and feedback on teachers’ questionnaire in the pilot study 118
Appendix J Comments and feedback on students’ questionnaire in the pilot study 127
Appendix K The results of teachers’ background information 131

References
Al-Saleem, B. I. A. (2012). The Interactive Whiteboard in English as a Foreign Language (EFL) Classroom. European Scientific Journal, 8(3), 126-134.
Amiria, R., & Sharifib, M. (2014). The Influence of Using Interactive Whiteboard on Writings of EFL Students Regarding Adverbs. Procedia - Social and Behavioral Sciences 98 International Conference on Current Trends in ELT, 242-250. doi: 10.1016/j.sbspro.2014.03.413
Amolo, S., & Dees, E. (2007). The influence of interactive whiteboards on fifth-grade student perceptions and learning experiences. Retrieved from http://teach.valdosta.edu/are/Vol6no1/PDF%20Articles/AmoloSArticle_ARE_format.pdf
Aytaç, T. (2013). Interactive Whiteboard factor in Education: Students’ points of view and their problems. Educational Research and Reviews, 8(20), 1907-1915. doi: 10.5897/ERR2013.1595
BECTA, (2003). What the research says about interactive whiteboards. The British
Educational Communications and Technology Agency, Coventry, England.
Beeland, Jr. W. D. (2002). Student Engagement, Visual Learning and Technology: Can Interactive Whiteboards Help? Action Research Exchange, 1(1), 1-7.
Bennett, S., & Lockyer, L. (2008). A study of teachers' integration of interactive whiteboards into four Australian primary school classrooms. Learning, Media & Technology, 33(4), 289-300. doi: 10.1080/17439880802497008
Betcher, C., & Lee, M. (2009). The interactive whiteboard revolution: Teaching with IWBs [Adobe Digital Editions version]. Retrieved from http://euis.umn.ac.id/materipengajaran/SK/SK771-METHODOLOGI%20PENELITIAN/Materi%20SK771/proposal%20skripsi/interactive%20whiteboard/pustaka/%5B12%5D-X-The%20Interactive%20Whiteboard%20Revolution.pdf
Castells, M. (Eds.) (2004). The network society: a cross-cultural perspective. Chelttenham, UK: Edward Elgar.
Condie, R., Munro, B., Seagraves, L., & Kenesson, S. (2007). The impact of ICT in schools –a landscape review, BECTA Research, January 2007, Quality in Education Centre, University of Strathclyde.
De Vita, M., Verschaffel, L., & Elen, J. (2012). Acceptance of interactive whiteboards by Italian mathematics teachers. International Research Journals, 3(7), 553-565.
De Vita, M., Verschaffel, L., Elen, J. (2014). Interactive Whiteboards in Mathematics Teaching: A Literature Review. Education Research International. Retrieved from http://dx.doi.org/10.1155/2014/401315
DiGregorio, P., & Sobel-Lojeski, K. (2010). The effects of interactive whiteboards (IWBs) on student performance and learning: A literature review. Journal of Educational Technology Systems, 38(3), 255-312. doi.10.2190/ET.38.3.b
ETEC 510, (2012). Interactive Whiteboards. Retrieved from http://etec.ctlt.ubc.ca/510wiki/index.php?title=Interactive_Whiteboards&oldid=39595
Genesi, D. J., (2009). Student Perceptions of Interactive Whiteboards in a Third Grade Classroom. Master of Education Theses. Paper 19.
Gerard, F., & Widener, J. (1999). A SMARTer Way to Teach Foreign Language:The SMART Board Interactive Whiteboard as a Language Learning Tool. Paper presented at SITE 99: Society for Information Technology and Teacher Education International Conference, San Antonio, Texas.
Hall, I & Higgins, S. (2005). Primary school students’ perceptions of interactive whiteboards, Journal of Computer Assisted learning, 21, 102-117.
Holmes, K. (2009). Planning to teach with digital tools: Introducing the interactive whiteboard to pre-service secondary mathematics teachers. Australasian Journal of Educational Technology, 25(3), 351-365.
Huang, T. H., Liu, Y. C., Yan, W. T., & Chen, Y. C. (2009). Using the innovative cooperative learning model with the interactive whiteboard to primary school students’ mathematical class: statistic vs. pie chart and solid diagram. Proceedings of the 4th International LAMS Conference 2009: Opening Up Learning Design, 84-94.
Isman, A., Abanmy, F.A., Hussein, H.B., & Al Saadany, M.A. (2012). Saudi secondary school teachers attitudes’ towards using interactive whiteboard in classrooms. The Turkish Online Journal of Educational Technology, 11(3), 286-296.
Jang, S.-J. & Tsai, M.-F. (2012). Reasons for using or not using interactive
whiteboards: Perspectives of Taiwanese elementary mathematics and science teachers. Australasian Journal of Educational Technology, 28(8), 1451-1465.
Jones, A. & Vincent, J. (2006). Introducing interactive whiteboards into school practice: one school’s model of teachers mentoring colleagues. Papers from Australian Association for Research in Education Conference, Adelaide.
Kent, P. (2004). e-Teaching─The Elusive Promise. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004, 1766-1771.
Ku, G., & Lee, L. S. (2000). Technology education in Taiwan. The Technology Teacher, 1-7.
Ladislaw, J. (2008). The Use of SMART Boards for Smarter Teaching and Smarter Learning. Retrieved from http://eduaction.pages.tcnj.edu/files/2012/11/Use-of-Smart-Boards.pdf
Lee, L. S. (Eds.) (2004). Brief Introduction to Technology Education in Taiwan. National Taiwan Normal University, Taipei City.
Manny-Ikan, E., Dagan, O., Tikochinski, T. B. & Zorman, R. (2011). Using the Interactive White Board in Teaching and Learning – An Evaluation of the SMART CLASSROOM Pilot Project. Interdisciplinary Journal of E-Learning and Learning Object, 7, 249-273.
Miller, D., & Glover, D. (2002). The interactive whiteboard as a force for pedagogic change: The experience of five elementary schools in an English education authority. Information Technology in Childhood Education Annual, 5-19.
Miller, D. J., & Glover, D. (2007). Into the unknown: The professional development induction experience of secondary mathematics teachers using interactive whiteboard technology. Learning, Media and Technology, 32(3), 319-331. doi: 10.1080/17439880701511156
Miller, D., Glover, D., & Averis, D. (2005). Presentation and pedagogy: the effective use of interactive whiteboards in mathematics lessons. Proceedings of the sixth British Congress of Mathematics Education held at the University of Warwick, 105-112.
Ministry of Education. (2008). General guidelines of grade 1-9 curriculum of elementary and junior high school education. Retrieved from http://hrd.apec.org/images/4/43/47.3.pdf
Muhanna, W., & Nejem, K. M. (2013). Attitudes of Mathematics Teachers Toward Using Smart Board In Teaching Mathematics. Contemporary Issues in Education Research, 6(4), 373-379.
Northcote, M., Mildenhall, P, Marshall, L., & Swan, P. (2010) Interactive whiteboards: interactive or just whiteboards? Australasian Journal of Educational Technology, 26(4), 494-510.
Schmid, E. C. (2008). Potential pedagogical benefits and drawbacks of multimedia use in the English language classroom equipped with interactive whiteboard technology. Computers & Education, 51, 1553-1568.
Slay, H., Sieborger, I., & Hodgkinson-Williams, C. (2008). Interactive whiteboards: Real beauty or just “lipstick”? Computers & Education, 51, 1321-1341. doi:10.1016/j.compedu.2007.12.006
Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21, 91-101.
Stoica, D., Jipa, A., Miron, C., Ferener-Vari, T., & Toma, H. (2014). The contribution of the interactive whiteboard in teaching and learning Physics. Romanian Reports in Physics, 66( 2), 562–573.
TechLearn (2003). Interactive whiteboards in education. Retrieved from www.jisc.ac.uk/uploaded_documents/Interactivewhiteboards.pdf
Termit, K. R. S., & Mohamed A. R. (2012). Secondary students’ perspectives on the use of the Interactive Whiteboard for teaching and learning of science in Malaysia. Journal of Education and Practice, 3(7), 9-15.
Türel, Y. K., & Johnson, T. E. (2012). Teachers’ Belief and Use of Interactive Whiteboards for Teaching and Learning. Educational Technology & Society, 15(1), 381-394.
Venezky, R. L. (2004). Technology in the classroom: Steps toward a new vision.
Education, Communication & Information, 4(1), 3-21.
Villano, M. (2006). Picture this! THE Journal, 33(16), 16-20.
Whitepaper, (2004). Interactive Whiteboards and Learning: A review of Classroom Case Studies and Research Literature. SMART Technologies Inc.
Wood, R., & Ashfield, J. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study. British Journal of Educational Technology, 39 (1), 84-96. doi:10.1111/j.1467-8535.2007.00703.x
Xu, H. L., & Moloney, R. (2011). Perceptions of interactive whiteboard pedagogy in the teaching of Chinese language. Australasian Journal of Educational Technology, 27(2), 307-325.
江心怡(2012)。應用電子白板在國小三年級音樂教學之行動研究(未出版之碩士論文)。國立屏東教育大學，屏東市。
呂嘉哲(2013)。以科技接受模式探討國小學童使用電子白板行為意圖的研究：以嘉義市國小四年級學童為例(未出版之碩士論文)。南華大學資訊管理學系研究所，嘉義縣。
林秋雲(2012)。教師使用互動式電子白板行為之研究-以嘉義市國小教師為例(未出版之碩士論文)。南華大學資訊管理學系研究所，嘉義縣。
林佩玟(2012)。高雄市國小教師使用互動式電子白板之教學信念與教學意願之研究(未出版之碩士論文)。國立高雄師範大學教育研究所，高雄市。
陳惠邦（2006）。 互動白板導入教室的教學現況與思考。全球華人資訊教育創新論壇。宜蘭。
陳玉梅(2012）。國民中學電子白板教學實施成效之個案研究(未出版之碩士論文)。國立彰化師範大學教育研究所學校行政碩士班，彰化市。
賴冠霖（2013）。國小英語教師對於互動式電子白板之應用與觀點。國立台北市立教育大學英語教學系碩士論文。未出版，台北市。
鍾明志(2011)。新北市國中教師使用互動式電子白板接受度之探究--以科技接受模式觀點探討(未出版之碩士論文)。國立臺灣師範大學教育學系在職進修碩士班，臺北市。