THE INFLUENCE OF THE USE OF PROJECTOR IN TEACHING ON THE ACADEMIC PERFORMANCE OF UNDERGRADUATES IN THE FACULTY OF EDUCATION, OLABISI ONABANJO UNIVERSITY (EDUCATION PROJECT TOPICS AND MATERIALS)
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Visual aids are the devices that help the teacher to clarify, establish, and correlate and co-ordinate precise conceptions, understandings and appreciations and support him to make learning more actual, active, motivating, encouraging, significant and glowing.
Nowadays, the interactive whiteboard (IWB) is regarded as a powerful educational technology which not only supports clear and seamless instruction but also raises the level of interactivity in classrooms (Mercer, Hennessy, & Warwick, 2010; Mildenhall, Marshall, & Swan, 2010).
Many researches indicate that students are more involved and motivated while information and communications technology (ICT) is present (Beauchamp & Kennewell, 2010; Chaudary & Sharma, 2012; Serow & Callingham, 2011). But taking the price and ease of use into consideration, the interactive projectors, which are more flexible and low-cost, seem to be a better choice than IWBs for us. However, does integrating interactive projectors into biology classrooms truly bring more interactions? What is the impact of interactive projectors on classroom interactivity and student learning outcomes? As interactive projector is a new technology released recently, its actual teaching efficiency and effectiveness have not been empirically addressed so far. This study therefore focuses on investigating the impact of integrating interactive projectors into biology teaching from the aspect of classroom interactivity.
Traditional IWBs have large display devices connected with computers, and when disconnection occurs, the instruction is disrupted and students’ attention is interrupted. Furthermore, in order to easily manipulate computers and display boards, instructors or students are often restricted to stand in front of IWBs or other interactive technologies to utilize it. By using the interactive projectors, instructors and students can remotely control all objects displayed from a distance, with no need to change classroom settings whilst enjoying the functionalities that IWBs or computers provide. Most researches point out that interactive technologies, such as interactive projectors and IWBs, play a crucial role in improving teacher-pupil interactivity. However, some studies indicate that teacher-centered teaching is unexpectedly strengthened, when the educational media, especially interactive technologies, are newly introduced into the classes (Kennewell, 2004; Hennessy, Mercer, & Warwick, 2011).
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THE INFLUENCE OF THE USE OF PROJECTOR IN TEACHING ON THE ACADEMIC PERFORMANCE OF UNDERGRADUATES IN THE FACULTY OF EDUCATION, OLABISI ONABANJO UNIVERSITY (EDUCATION PROJECT TOPICS AND MATERIALS)
