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Research proposal in ( The role of interactive whiteboards in ESL classrooms: teachers and students perception) Essay Example

  • Category:
    Education
  • Document type:
    Research Proposal
  • Level:
    Masters
  • Page:
    2
  • Words:
    1464

THE ROLE OF INTERACTIVE WHITE BOARDS IN ESL CLASSROOMS 11

Research proposal

The role of Interactive White Boards in ESL classrooms: Teachers’ and Students’ Perception

Research proposal

The role of Interactive White Boards in ESL classrooms: Teachers’ and Students’ Perception

Executive Summary

Society is such a dynamic force. There are constant changes in the way things are done, with changes in time. Such is the case with the teaching and learning. Since the invention of computers, the innovations in technology have significantly reshaped the teaching and learning practices (Goodison, 2003). In particular, pedagogical approaches have changed in favor of the most recent and efficient means of teaching. For instance, the world today is embracing the use of Interactive White Boards in classrooms settings (Goodison, 2003). Research has shown that there is a marked improvement in students’ classroom achievement with the integration of digital learning in the classroom (Wray & Blooner, 2006).

On the other hand, every piece of technological application that comes up is greeted with different reactions. The users will have different opinions about how effective the application is. Unfortunately, there have been minimal studies done in this area despite it being pertinent in giving a clear picture on how the workability of the new technologies could be ascertained (Gray, Hagger-Vaughan, Pilkington & Tomkins, 2005). This paper focuses on the role of Interactive White Boards in teaching and learning. In particular, the paper examines how the Interactive White Boards would be used in teaching and learning English as a Second Language. The proposal seeks to have the perception of both teachers as well as learners of ESL.

Research Objectives

According to available studies, it has been observed that the use of IWBs had a positive impact on shaping the attitudes in both students and tutors in ESL Classes (Wray & Blooner, 2006). This research will set out to investigate the role of Interactive White Boards in teaching and learning ESL. The research also seeks to find out what opinions teacher as well as students have about the use of Interactive White Boards in teaching and learning ESL.

Research Rationale

Knowledge about something, chiefly a new thing is important (Moss, Carrey, Levaaic, Armstrong, Cardini & Castle, 2007). Teachers and students of ESL need information on some of the most recent applications, and their effectiveness in learning and teaching ESL. This research is therefore paramount. It shades light on whether the Interactive White Boards are helpful to both teaching and learning ESL. This helps policy makers to come up with appropriate guiding principles on the same (Moss, Carrey, Levaaic, Armstrong, Cardini & Castle, 2007). Manufacturers will also benefit from the research findings. They will know about the acceptability of the gadgets and hence decide on production.

The Research Design

This is a quantitative research. It sets out to establish statistically relevant conclusions by using a section of the population as a sample (Wray & Blooner, 2006). The research takes a quasi-experimental valuation plan. The approach involved 10 teachers and 10 students from an English Language Institution where classrooms are supplied with interactive whiteboards. The study purposes to examine ESL students’ motivational levels and hence their academic achievement with the use of Interactive White Boards. Students’ performance is observed before and after the use of the Interactive White Boards.

Research Questions

This research sets out to address the following questions:

  1. Does the use of computer technologies such as IWBs have an impact on learning and teaching ESL?

  2. What do teachers and students say about use of IWBs in teaching and learning ESL?

Research Hypotheses

Basing on the finding of the studies already done, this research will hypothesize as thus: The use of computer technologies such as IWBs has a positive impact on learning and teaching ESL (Wray & Blooner, 2006). In particular, teachers’ work will be made easier, while students’ motivation and overall academic achievement will be boosted as a result of using IWBs in learning and teaching ESL.

Research Methodology

As way of methodology, the research employs the use of Questionnaires. The Research tool involved designing two questionnaires. The questionnaires had sets of accurate questions to collect the required data. Among the two, one is for ESL teachers involving interactive whiteboards in teaching process while the other is for ESL students being taught through interactive whiteboards (Moss, Carrey, Levaaic, Armstrong, Cardini & Castle, 2007). In total, the research targets 10 teachers and 10 students from an English Language Institution where classrooms are supplied with interactive whiteboards. The students are asked about how the use of IWBs has or has not helped to improve their learning in ESL for a term (3months). ESL Teachers are on the other hand required to indicate whether using IWBs boosted teaching ESL (Glover & Miller, 2001).

Limitation of the Research

This research could be plagued by a number of limitations. It is challenging for the researcher to deal with relatively large samples. As a result, the research targets a mere 10 ESL teachers and ESL 10 students from an English Language Institution where classrooms are supplied with interactive whiteboards. The results present some weaknesses in terms of data size, generalisability and hence reliability issues with the research findings (Hall & Higgins, 2005). The research also demands a lot of time in which the researcher monitors the achievement of students and teachers with continued use of the IWBs in ESL classes. It could be possible that the boosted motivation in the first few months is as a result of excitement (Hall & Higgins, 2005).

References:

Glover, D. & Miller, D. (2001). Running with technology: The pedagogic impact of the large scale introduction of interactive whiteboards in one secondary school “Journal of Information Technology for Teacher Education” 10, 257–276.

Goodison, T. (2003). Integrating ICT in the classroom: A case study of two contrasting lessons “British Journal of Educational Technology” 34(5), 549–566.

Gray, C., Hagger-Vaughan, L., Pilkington, R. & Tomkins, S. (2005). The pros and cons of interactive whiteboards in relation to the key stage 3 strategy and framework “Language Learning Journal” 32(1), 38–44.

Wray, A. & Blooner, A. (2006). Projects in linguistics: a practical guide to researching language. London: Hodder Arnold.

Hall, I. & Higgins, S. (2005). Primary school students’ perceptions of interactive whiteboards. “Journal of Computer Assisted Learning” 21(2), 102–117

Moss, G., Carrey, J., Levaaic, R., Armstrong, V., Cardini, A. & Castle, F. (2007). The Interactive whiteboards pedagogy and pupil performance evaluation: An evaluation of the schools whiteboard expansion (SWE) project. London Challenge: Institute of Education, University of London.

Latham, P. (2002). Teaching and learning mathematics: The impact of interactive whiteboards –

Results of the North Islington Education Action Zone RM Easiteach Mathematics Project. London: BEAM Education.

APPENDIX

Questionnaire for Students

The role of Interactive White Boards in ESL Classrooms

  1. Do you agree with the Governor’s plan to institute the use of IWBs in schools in all schools?

(Tick where appropriate)

  • Fully support

  • Partly support

  1. Since the inception of Interactive White Boards in teaching and learning ESL, would you say you like them?

  1. How often does your tutor use IWBs since their inception in teaching and learning ESL?

(Tick where appropriate)

  • 2-6 Times every Week

  • Once every Week

  • Once in a Month

  • Not at all

  1. Has the IWBs helped to boost your academic achievement?

Yes………. No……… (Tick where appropriate)

If yes, how has the technology helped you?

  1. In the near future, between Interactive White Boards and the traditional white boards, which one do you prefer?

  1. Give reasons for your choice

THANK YOU FOR YOUR TIME

Questionnaire for Teachers

The role of Interactive White Boards in ESL Classrooms

  1. Before the inception of Interactive White Boards in ESL teaching in this institution, what were you using?

  1. Do you agree with the Governor’s plan to institute the use of IWBs in all schools?

(Tick where appropriate)

  • Fully support

  • Partly support

  1. How often do you use IWBs in teaching and learning ESL?

(Tick where appropriate)

  • 2-6 Times every Week

  • Once every Week

  • Once in a Month

  • Not at all

  1. Since the inception of Interactive White Boards in this institution, would you say you like them? Yes …………………. No………………. (Tick where appropriate)

  2. Has the IWBs helped to boost your teaching of ESL?

Yes………………. No………………… (Tick where appropriate)

If yes, briefly state how the technology has facilitated your teaching practice.

………………………………………………………………………………………..

  1. In your view, how did the students respond to the use of IWBs in comparison to the traditional white boards? (Tick where Appropriate)

  • Excellent

  • Very Poor

  1. From the experience you have had with the use of IWBs in teaching ESL would you recommend that it should be adopted by everyone learning ESL?

Yes……………… No……………. (Tick where appropriate)

If yes, state some advantages of using IWBs in teaching and learning

If NO, state some shortfalls of using IWBs in teaching and learning

THANK YOU FOR YOUR TIME