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Pedagogy and interactive white board technology integration in higher education institutions: Computer-based teaching scenario protoypes

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Abstract

This research is part of a research trilogy that investigated issues impacting Interactive White Board Technology (IWBT) adoption and use in a higher education institution. The other two research studies in this trilogy used (1) focus group approach and (2) survey research to identify such impacting factors. One major insight from these two studies suggested that aspects concerning IWBT limited use and integration in the classroom. By capitalizing on this major finding, this research addresses such IWBT integration by developing different teaching prototypes or scenarios. This is done through using IWBT’s more advanced features to showcase specific IT concepts in seven IT departments in the College of Information Technology (CIT) in UAE University. The objective here is to increase teaching-faculty’s (TF) awareness about IWBT’s advanced features, the proximity of these features to TF’s course-content, and how these features could be used to implement a teaching scenario. To further increase the success of the development of the different scenarios, both teaching faculty and students were involved in the development. It is believed that adopting such an approach here could further promote and integrate IWBT in teaching and showing its effective use to TF more specifically.

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Authors and Affiliations

  1. College of Information Technology, United Arab Emirates University, P.O Box 15551, Al Ain, United Arab Emirates

    Nabeel Al-Qirim, Ahlam Mesmari, Khawlah Mazroeei, Shamma Khatri & Zuwainah Kaabi

Authors
  1. Nabeel Al-Qirim
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  2. Ahlam Mesmari
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  3. Khawlah Mazroeei
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  4. Shamma Khatri
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  5. Zuwainah Kaabi
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Correspondence to Nabeel Al-Qirim.

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Al-Qirim, N., Mesmari, A., Mazroeei, K. et al. Pedagogy and interactive white board technology integration in higher education institutions: Computer-based teaching scenario protoypes. Educ Inf Technol 22, 355–368 (2017). https://doi.org/10.1007/s10639-015-9448-7

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  • DOI: https://doi.org/10.1007/s10639-015-9448-7

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