"לוחות חכמים" לעומת מקרנים בכיתות היסוד: יותר מעורבות, יותר הישגים

The Israeli education system began a reform towards comprehensive
integration of ICT technologies. This study examines teaching and learning
within "smart classrooms" and compares academic achievement and
involvement in math, language skills, English, and technology classes among
180 fifth graders under three experimental conditions: learning with
Interactive Whiteboard (IWB), with a projector, and without technology. In
addition, the IWB lessons of four elementary teachers from subjects
mentioned above were assessed for: technology-pedagogy correspondence,
interactivity types, teaching-learning mode, differentiated learning, studentcentered learning, appropriate design of IWB slides, and multimedia
instruction. The findings showed that student grades after learning with IWB
were significantly higher compared to learning with projector and without
technology; however, no significant differences were found between
achievement after the learning with projector and without technology.
Student involvement was very high in IWB lessons, medium studying with
projector, and the lowest in lessons without the technology. The results show
a good match between technology and pedagogy, use functions of the IWB
beyond the possibilities of the projector, a successful implication of digital
design and multimedia instruction principles. IWB training programs should
emphasize differentiated learning, especially in small groups, linking to
online resources, saving IWB files for review and publishing them on class
websites