Smartboard enhanced creativity in the technology classroom: lessons on mechanical systems and control

Khanyisile Precious Ndwandwe, University of limpopo, South Africa
Manto Sylvia Ramaligela, University of Limpopo, South Africa
Thokozani Isaac Mtshali, Tshwane University of Technology, South Africa

 10.21831/jptk.v30i1.72289

Abstract


Creativity is significant in education as it makes learners to fully concentrate throughout the learning and teaching process. Hence, the purpose of this study was to explore the effectiveness of smart board in enhancing Technology teachers’ creativity in the classroom. The theory of creativity was used as a lens to view the study, and the 9E instructional model which was used to guide and understand classroom activities. The study used a qualitative research approach and the case study design to gather and analyze data. The semi-structured interviews were used to collect data from four schools which were purposively sampled because they had smart boards. Four Technology teachers and eight learners were the participants in the study. To analyze the data, deductive content analysis was used. The findings of the study revealed that both teachers and learners perceived the smart board as effective in enhancing Technology teachers’ creativity in the classroom. Teachers and learners indicated that smart board can present lessons more interesting, exciting, effective and develop learners’ creative thinking skills. They could access the internet to search for online resources which include but are not limited to diagrams, pictures, online quizzes and YouTube videos to creatively present their lessons in the classroom. Different smart board programs such as the smart notebook, animation, PowerPoint presentations, and the show and hide feature can be used to enhance creativity. With the help of the smart board, teachers can use a variety of teaching methods to correct learners' misconceptions and further develop their creative thinking skills.

Keywords


smartboard, technology, learning, effectiveness

References


Al Hashimi, S., Al Muwali, A., Zaki, Y., & Mahdi, N. (2019). The effectiveness of social media and multimedia-based pedagogy in enhancing creativity among art, design, and digital media students. International Journal of Emerging Technologies in Learning (iJET), 14(21), 176-190.

Albugami, S., & Ahmed, V. (2015). Success factors for ICT implementation in Saudi secondary schools: From the perspective of ICT directors, head teachers, teachers and students. International Journal of Education and Development using ICT, 11(1), 46-49.

Aldalalah, O. M. A. (2021). The Effectiveness of Infographic via Interactive Smart Board on Enhancing Creative Thinking: A Cognitive Load Perspective. International Journal of Instruction, 14(1), 345-364.

Bdiwi, R., de Runz, C., Faiz, S. and Cherif, A. A. (2019). Smart Learning Environment: Teacher's Role in Assessing Classroom Attention. Research in Learning Technology, 27.

Choy, L. T. (2014). The strengths and weaknesses of research methodology: Comparison and complimentary between qualitative and quantitative approaches. IOSR Journal of Humanities and Social Science, 19(4), 1.

Francis, J. (2017). The effects of technology on student motivation and engagement in classroom-based learning.

Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions. Malaysian Online Journal of Educational Technology, 4(2), 38-57.

Guarte, J.M. and Barrios, E.B. (2006). Estimation under purposive sampling. Communications in Statistics-Simulation and Computation, 35(2), 277-284.

Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking skills and Creativity, 26, 140-153.

Hughes, M., Salamonson, Y., & Metcalfe, L. (2020). Student engagement using multiple-attempt ‘Weekly Participation Task’quizzes with undergraduate nursing students. Nurse Education in Practice, 46, 102803.

Jeffrey*, B. & Craft, A. (2004). Teaching creatively and teaching for creativity: distinctions and relationships. Educational studies, 30(1), pp.77-87.

Kekana, E. K., Mtshali, T. I., & Ramaligela, M. S. (2024). Inventive Ways of Teaching Mechanical Systems and Control to Grade 9 Learners with Special Learning Needs. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 8(1), 40-57.

Khan, M. S. H., Hasan, M., & Clement, C. K. (2012). Barriers to the introduction of ICT into education in developing countries: The example of Bangladesh. International Journal of Instruction, 5(2), 68-72.

Khosa, C.E. (2020). Integration of smart board technology in business studies classrooms in secondary schools in Tshwane West District (Doctoral dissertation).

Khoza, L. M., Kekana, C. M., & Dlamini, S. (2019). Teaching with ICTs: a case of or Tambo MST Academy and its feeder schools. Rethinking Teaching and learning in the 21st Century, 69.

Lindberg, O. J., Olofsson, A. D., & Fransson, G. (2017). Same but different? An examination of Swedish upper secondary school teachers’ and learners’ views and use of ICT in education. The International Journal of Information and Learning Technology, 34(2), 122-132.

Mabuza, L. H., Govender, I., Ogunbanjo, G. A., & Mash, B. (2014). African primary care research: Qualitative data analysis and writing results. African Journal of Primary Health Care & Family Medicine, 6(1), 1-5.

Magolego, M. P., Mtshali, T. I., & Ramaligela, S. M. (2023). Enhanced creativity with Mini-PAT: a case of grade 9 technology teachers in Sekhukhune East.

Maher, D., Phelps, R., Urane, N., & Lee, M. (2012). Primary school teachers' use of digital resources with interactive whiteboards: The Australian context. Australasian Journal of Educational Technology, 28(1).

Malkawi, N. (2017). The effect of using smart board on the achievement of tenth grade learners in English language and on verbal interaction during teaching in public schools. International Research in Education, 5(1), 197-208.

Mayring, P. (2014). Qualitative content analysis: Theoretical foundation, basic procedures and software solution. Klagenfurt, Austria: GESIS Leibniz Institute for the Social Sciences. Retrieved from http://nbn-resolving.de/urn:nbn:de:0168-ssoar-395173.

Merriam, S. B. & Grenier, R. S. (2019). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons.

Mihai, M. A. (2020). The use of interactive whiteboards in urban Gauteng classrooms. Perspectives in Education, 38(2), 318-336.

Min, K., & Siegel, C. (2011). Integration of SMART board technology and effective teaching. Imanager’s Journal on School Educational Technology, 7(1).

Mróz, A., & Ocetkiewicz, I. (2021). Creativity for sustainability: how do polish teachers develop students’ creativity competence? Analysis of research results. Sustainability, 13(2), 571.

Mustapha, A. M. (2018). Use of interactive whiteboard by secondary school teachers in a Nigerian context. International Journal of Computer Science and Information Technology Research, 6(4), 85-95.

National Advisory Committee on Creative and Cultural Education. (1999). All our futures: Creativity, culture & education. Sudbury, Suffolk: Department for Education and Employment.

Nikolopoulou, K. (2018, June). Mobile technologies and early childhood education. In International Conference on Technology and Innovation in Learning, Teaching and Education (pp. 444-457). Springer, Cham.

Noble, H., & Smith, J. (2014). Qualitative data analysis: a practical example. Evidence-Based Nursing, 17(1), 2-3.

Nonthamand, N. (2020). Guideline to develop an instructional design model using video conference in open learning. International Journal of Emerging Technologies in Learning (Online), 15(3), 140.

Oigara, J., & Keengwe, J. (2013). Students’ perceptions of clickers as an instructional tool to promote active learning. Education and Information Technologies, 18, 15-28.

Omona, J., (2013). Sampling in qualitative research: Improving the quality of research outcomes in higher education. Makerere Journal of Higher Education, 4(2), pp.169-185.

Oriji, A. & Amadi, R. (2016). E-education: Changing the mindsets of resistant and saboteur teachers. Journal of Education and Practice, 7(16),122-126.

Ramaligela, S. M., Ogbonnaya, U. I. & Mji, A. (2019). Comparing pre-service teachers’ PCK through 9E instructional practice: a case of mathematics and technology pre-service teachers. Africa Education Review, 16(3), 101-116.

Rinkevich, J. L. (2011). Creative teaching: Why it matters and where to begin. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(5), 219-223.

Singh, T.K.R. and Mohamed, A.R. (2012). Secondary learners’ 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.

Tsayang, G., Batane, T., & Majuta, A. (2020). The Impact of Interactive Smart Boards on Students' Learning in Secondary Schools in Botswana: A Students' Perspective. International Journal of Education and Development using Information and Communication Technology, 16(2), 22-39.

Yazgan-Sag, G. & Emre-Akdogan, E. (2016). Creativity from two perspectives: Prospective mathematics teachers and mathematician. Australian Journal of Teacher Education (Online), 41(12), 25-40.




DOI: https://doi.org/10.21831/jptk.v30i1.72289

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Khanyisile Precious Ndwandwe, Manto Sylvia Ramaligela, Thokozani Isaac Mtshali

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

 

Online (e-ISSN): 2477-2410 || Printed (p-ISSN): 0854-4735

Jurnal Pendidikan Teknologi Kejuruan by http://journal.uny.ac.id/index.php/jptk was distributed under a Creative Commons Attribution 4.0 International License.

View My Stats

Supported by:

Jurnal Ilmiah Magister Managemen

Social Media: