شبكة المعلومات العربية التربوية

First, the interactive whiteboard technology-rich teaching and learning techniques reported in this research would probably improve students' mean achievement. Secondly, this research may observe that students in general have a positive attitude towards IWB. Students will generally be found eager to use and are enthusiastic about IWBs. Also, it should be noted that this work neither reflects the status of IWB use in general, nor investigates the challenges and technical issues of IWBs in Lebanon. Rather, it attempts to uncover the more realistic effects of using IWBs for teaching and learning by recruiting active IWB users from various fields. The combination of tools I found the best suitable while using IWB in explaining the acids and bases unit were the revealer tool, spotlight, magic ink, and other features that are beneficial in teaching chemistry. I liked best the interaction that transpired between the person at the computer, the users at the board, and the computer itself, which is a unique and very adaptable arrangement. It can interface well with other peripherals. Teachers can use the board to display images from both a document camera and a video camera. At the end of a brainstorming activity, for example, copies of the resulting document can be printed and distributed, as well as saved for future work. Students of all ages are drawn to the board. Adults who are first attracted by the novelty find themselves suggesting ways they could see it used effectively. Children just want to use the board at every opportunity. Moreover, the interactive electronic whiteboard is great for demonstrations. Some researchers showed that many technology teachers and specialists have reported enthusiasm for the board in staff development or computer classes to show students how to use a particular application. Because the presenter can run the application from the board, using his finger like a mouse, it is easy to show the important features of particular software. The ability to mark on the board by writing with the stylus or using one's finger makes it possible to point out important features of the program. Teaching chemistry via IWB is not rote; students are not just memorizing and mechanically executing concepts. Rather, teaching chemistry via IWB facilitates learning and remembering using visual media. In addition, students as well as teachers can highlight, color, or annotate important content, flip back and forth to review previous content , and use pictures for discussion and brainstorming, collaborative writing, shared reading, peer-teaching, and collaborative problem solving, hide and reveal, drag and drop, and matching items activities. All of these are part of learning chemistry via IWB. Teachers do not give order and lecture as in the traditional approach; rather they model, show, discuss, explain and re-explain, and in the process of doing so, teachers’ understating of strategies and that of their student’s change. As a result of what was mentioned previously, IWB can lead to better comprehension and achievement in chemistry. It can boost students’ attitude towards learning chemistry. The IWB group (experimental) achieved better results than the lecture group (control) on the conceptual understanding of acids and bases. Most of the students in the experimental group were interested in taking another course. In general, the results of this study revealed the effectiveness of using IWB in teaching chemistry and increase students’ achievement, and enthusiasm towards chemistry. (Author's abstract)