Académique Documents
Professionnel Documents
Culture Documents
FINAL PROJECT
SAMET KARAMAN
2010105261
ABSTRACT
This paper focuses on student motivation in classes where interactive white boards are used as
are relatively few studies in this topic and this study aims to reveal the students attitude
towards classes where interactive white boards or smart boards are used. There seem to be
some disadvantages looking from the perspective of students and a number of advantages
Following the Industrial Revolution and the scientific innovations occurred during the
first quarter of 1900s, it can be said that English has gained importance, as it is lingua franca
(House 1999; Seidlhofer 2005). As English is being used as the common tongue within the
fields of industry and science, it became inevitable for other components of society to use it as
a communication medium. Since there is great importance given to English as the common
ways. Starting with the Programmed Logic for Automatic Teaching Operations (PLATO
Project) which aimed to use computer as a mean of artificial instructions, technology has
affected English language teaching in various ways. As John Dewey (1944) stated that if we
infer from Deweys statement that if the educational settings and understanding of teaching
do not change besides the improvements of technology, it is not highly possible to alter the
upcoming improvements within the desired way of affecting the human life.
Citing from the Morgan (2014), today, the new generation is called digital natives as
they are exposed to the technology from very beginning of their lives and adjust their ways
according to the advancement of technology. Thus, it is a known fact that teachers and
learners have been integrating technology in their lives beyond the walls of school (Miller,
2009). As this statement by Miller (2009) summarizes a lot, Scinicariello (1997) states that
technology is a tool to be made use of in this (language teching and learning) process and
Warlick mentions about the use of technology in his blog as We need technology in every
classroom and in every student and teachers hand, because it is the pen and paper of our
time, and it is the lens through which we experience much of our world (cited in Jahara,
2012).
great number of the world population to access both computers or micro-computers such as
Raspberry Pie or todays smartphones. These tools are, regarding as computers, eases the
ability to create interaction among users, naming students and teachers, and let users to
facilitate support learning in many different ways as Gorjian, Moosavinia, Ebrahimi Kavari,
Asgari and Hydarei (2011) states. Teachers use audio tapes, video tapes, computers, tablet
computers and even smartphones as by means of technology in their classrooms and try to
environment as below;
A computer is ideal for carrying out repeated drills, since the machine does not get
bored with presenting the same material and since it can provide immediate
nonjudgmental feedback.
to proceed at their own pace and freeing up class time for other activities.
The process of finding the right answer involves a fair amount of student choice,
sound, animation, and video) to be accessed on a single machine. Hence, skills are
easily integrated, since the variety of media makes it natural to combine reading,
Internet technology facilitates communications among the teacher and the language
learners. It allows a teacher or student to share a message with a small group, the
thousands of people.
Regarding the very first point Waschauer (1996) mentions, computers ability to work
offline and online lets its user to reach the material intended to use within the classroom via
their computer equipment which creates the repeated exposure. This also let students to
customize the materials being used for individuals and allow students to proceed on their
Considering the interactive white boards, it is a fairly new but vastly adapted
technology by the educators and students around the country. According to Wall, Higgins and
Smith (2005) interactive white board (Smart Board) technology can be an effective tool for
learning process. Frankova states that Interactive technology such as Smart Board could
bring interaction between pupil and interactive teaching aid, a different way of gathering the
knowledge by pupils and it could contribute to the development of cognitive thinking of
students.
The aim of this study is to find out the students attitude towards the use of interactive
whiteboards within the language learning environment and the effectiveness of interactive
I plan to find two schools from stanbul, preferably Anatolian High Schools, with
similar backgrounds. Participants of the study would include the teachers and students with
would be assigned to two groups randomly via the school management, and two classrooms
would be useful to create one experiment group in which interactive whiteboards will be used
and one control group in which traditional blackboards will be used. Additionally, the
students who will participate in the study from each group will be chosen according to their
previous experience with both kind of boards, interactive whiteboards and traditional black
boards.
Procedure
Participants will be interviewed for the study. They will be asked to answer what they
feel when the interactive whiteboards are used within a course during the year and for the
control groups what they feel when traditional blackboards are used. After the interviews,
each group will be subjected to two pre-tests before the beginning of each semester which
will be a placement test (Oxford Placement Test) and right after the end of each semester
students will be subjected to post tests which will be the very same placement test (Oxford
Placement Test). Also, exams take place during two semesters will be regarded as
achievement test data and will be taken into consideration and analysis during the evaluation
Evaluation of the data will be done on SPSS (IBM Predictive Analysis Software) and
the results will be displayed as charts and graphs. These will include;
interviews
REFERENCES
Dewey, J. (1944) Democracy and Education, New York: Macmillan Company, p. 167.
Gorjian, B., Moosavinia, S. R., Ebrahimi Kavari, K., Asgari, P., & Hydarei, A. (2011). The
a foreign language high and low achievers' vocabulary retention and recall. Computer
a lingua franca and the myth of mutual intelligibility. In: Gnutzmann C. (Eds.) Teaching
Jahara, S.F. (2012). Digital to Induce Language Learning. International Academic and
Morgan, H. (2014). Using Digital Story Projects To Help Students Improve In Reading And
Wall, K., Higgins, S., & Smith, H. (2005). The visual helps me understand the complicated
things: pupil views of teaching and learning with interactive whiteboards. British
(Ed.), Multimedia language teaching (pp. 3 20). Tokyo, Japan: Logos International
APPENDIX A
What do you feel when your teacher uses interactive whiteboards for a class hour?
Do you want to join the activities conducted via the interactive whiteboard?
Do you want to interact with your peers or your teacher when interactive whiteboard is
used?
Do you feel distracted when your teacher uses interactive whiteboard or more
If you have a chance to choose, which one would you choose? Interactive whiteboard