The study aims to explore the reality of the use of the smart board (SB) for teaching in Al Gheran area public schools, in Misrata. At the same time the goal is to show the most important features of the SB, and recognize the most prominent obstacles faced by teachers in schools with SB. The study adopts a quantitative research approach characterized by a questionnaire including 14 items. Forty teachers of primary and preparatory school responded to these questionnaire items. The data were analyzed by SPSS version 20, and then provides a set of recommendations and proposals to activate the use of the SB for teaching in Libyan public schools.
The SB is an effective way of teaching, and it attracts the students by writing electronically in all colors and sizes using writing tools on the SB program instead of writing with crayons and markers. Saving time and effort for the teacher, the SB saves a lot of effort and provides teachers with what they need as a science teacher for the figures and pictures, and the teacher of geography needs for maps as the English teacher needs a number of cards and pictures to display words.
Table of Contents
1. The smart board
1.1 The importance of the SB in the educational process
1.2 Show lessons in an interesting way
1.3 Recording and replay of lessons
1.4 Solving the shortage of teachers
1.5 Means to teach people with special needs
1.6 Makes learning more flexible
2. Literature Review
3. The importance of research
4. This research aims to
5. The problem of the study
6. The questions of the study
7. Study Objectives
8. Method
8.1 Research Design
8.2 Participants and settings
8.3 Research Instrument
8.4 Data Analysis
9. Results and Discussion
10. CONCLUSION
11. RECOMMENDATIONS
Research Objectives and Key Topics
The primary objective of this study is to investigate the current status and pedagogical significance of implementing smart boards (SB) in Libyan public schools, specifically within the Al Gheran area, while identifying the key challenges faced by educators in utilizing this technology.
- Integration of smart board technology in public educational environments.
- Evaluation of teacher perceptions and classroom interaction levels.
- Identification of technical and knowledge-based obstacles for educators.
- The role of smart boards in enhancing student engagement and learning efficiency.
- Development of recommendations for institutional support and teacher training.
Excerpt from the Book
The importance of the SB in the educational process
The Smart-board influences the learning process; it helps to facilitate educational learning practice in schools by stimulating dialogue and discussion during the presentation of the lesson because it can attract attention and make the focus of students exists throughout the class time.
It also helps teachers to clarify a plan before starting the class by arranging, organizing, and adding some elements of voice and image, so it serves all the contents of the lessons and all the syllabuses of the other subjects in the school and thus serves the educational process through.
Chapter Summary
The smart board: This chapter provides an overview of the global technological revolution and introduces the smart board as a pivotal tool for modernizing the educational process and digital classrooms.
Literature Review: This section examines existing research to demonstrate the positive impact of smart boards on student motivation, engagement, and the necessity of integrating such technology in 21st-century schools.
The importance of research: This section justifies the study by highlighting the lack of current data regarding smart board usage in local public schools and its potential to assist decision-makers and teachers.
This research aims to: This section outlines the specific goals, including understanding the current reality of smart board implementation and identifying opportunities for development.
The problem of the study: This section defines the core problem as the insufficient use of educational devices and the resulting low achievement levels, formulated through the central research question.
The questions of the study: This section enumerates the specific research questions regarding the usage, benefits, and obstacles related to smart boards.
Study Objectives: This section details the five specific objectives the study intends to achieve to improve teaching practices.
Method: This section describes the quantitative research approach, the demographic characteristics of the participating teachers, and the methodology used for data analysis via SPSS.
Results and Discussion: This section presents the empirical findings through three main tables, detailing teacher responses regarding the availability, benefits, and challenges of smart boards.
CONCLUSION: This chapter synthesizes the research findings, emphasizing that while smart boards are highly regarded by teachers, their implementation is severely limited by a lack of equipment and adequate training.
RECOMMENDATIONS: This final section provides actionable advice, such as increased training for staff and better pedagogical support, to facilitate effective smart board integration.
Keywords
Smart board, educational technology, public schools, teacher training, student engagement, digital classroom, quantitative research, pedagogical support, classroom interaction, educational process, Libyan schools, technical obstacles, multimedia learning, teaching methods, innovation.
Frequently Asked Questions
What is the core focus of this research paper?
The paper focuses on the reality of implementing and using smart board (SB) technology in Libyan public schools, specifically in the Al Gheran area, to improve the educational process.
What are the primary themes discussed in the study?
The primary themes include the advantages of smart boards for student engagement, the technical challenges faced by teachers, and the impact of current school infrastructure on technology integration.
What is the central research question?
The central question is: "What is the reality and importance of the use of the SB in Al Gheran area public schools in Misrata City?"
Which scientific methodology is employed?
The study uses a quantitative research approach, utilizing a 14-item questionnaire distributed to 40 teachers, with data analyzed using SPSS version 20.
What does the main body of the work cover?
The main body covers a literature review on smart boards, the identification of the research problem, an analysis of empirical survey data, and a final discussion of the findings.
Which keywords characterize this study?
Key terms include Smart board, educational technology, teacher training, student engagement, and digital classroom integration.
Does the study address the role of the government in supplying this technology?
Yes, the study identifies a significant lack of government support, noting that the few existing smart boards were primarily installed through charity and self-help initiatives from parents.
What is the primary obstacle teachers face when using smart boards?
The study highlights a lack of specific training courses and a deficiency in teachers' knowledge regarding computer programs and technical troubleshooting as the primary barriers.
What specific pedagogical benefits of the smart board are mentioned?
Teachers highlighted that smart boards make lessons more interesting, save time, provide visual stimulation for diverse learning styles, and facilitate the recording and replaying of lessons.
What does the author suggest for future improvements?
The author recommends installing smart boards in teachers' rooms for collaborative planning, increasing the number of computer technicians, and providing mandatory professional development for staff.
- Arbeit zitieren
- Abdalkareem A. Ben Mustafa (Autor:in), Sara Mustafa Amer (Autor:in), 2018, Smart Boards in Class. A Study in Al Gheran Area Public Schools, München, GRIN Verlag, https://www.grin.com/document/412775
