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This paper serves as a case study, detailing an academic library’s three-year process of redesigning, implementing, and using a library electronic classroom. The purpose of this paper is to share the challenges and successes of a library’s attempt to create a high-tech space that both accommodates active learning and is entirely flexible and free of wires. The paper provides technical details for implementing features such as wireless screen sharing and offers practical advice for librarians who are creating new teaching and learning spaces at their institutions.

This is a descriptive case study, which details the lessons learned in implementing an active learning space that incorporates technology such as wireless display to multiple screens.

There are still major challenges in having a truly wire-free classroom including authentication policies, wireless display technology, instructor’s station mobility, and student laptop control. Successes include flexible furniture, battery-power management solutions, and using multiple wireless devices in a single room.

Practical implications of this paper include recommendations for planning this type of upgrade in a library electronic classroom.

The unique feature of this case was the effort to combine the mobile features of a flexible learning space with some of the robust technology of a hardwired active learning classroom. This paper features technical details beyond what can be found in the library literature. For example, very little has been written about the issues involved in wirelessly displaying a computer screen to multiple devices in a classroom.

Digitization is the process of transforming analog systems into digital ones, and it has become a crucial factor in the sustainable development of emerging economies. Although implementing digitization may be challenging due to limited budgets, missing strategies, pushback from employees, and the existing organizational structure, it can bring multifaceted benefits to the economy, such as improved employment and income, enhanced access to knowledge and education, and reduced costs for companies and countries. Moreover, digitization can significantly impact economic growth, as it can create new job opportunities, foster innovation, and improve infrastructure, among other benefits. The United Nations Sustainable Development Goals (SDGs) provide a global agenda for creating a more sustainable, equitable, and prosperous future by 2030, and digital technologies have become increasingly important in addressing the challenges of achieving these goals, particularly for emerging economies. However, achieving these ambitious goals presents significant challenges, particularly for emerging economies. Hence, this literature review aims to discuss the potential impact of digital technologies on the implementation of the SDGs in emerging economies, supported by scholarly research and opinions. In conclusion, digital technologies have significant potential to contribute to the achievement of the SDGs by promoting economic growth and innovation while also promoting sustainability, creating a more prosperous and equitable world for all.

The purpose of this study is to investigate the factors which might affect the intention to use interactive whiteboards (IWBs) by university students, using Technology Acceptance Model by the structural equation modeling approach. The following hypothesis guided the current study: H1. There is a positive relationship between IWB self-efficacy and perceived learning (PL). H2. There is a positive relationship between IWB self-efficacy and perceived ease of use (PEOU). H3. There is a positive relationship between IWB self-efficacy and perceived usefulness (PU). H4. There is a positive relationship between PL and PEOU. H5. There is a positive relationship between PL and PU. H6. There is a positive relationship between PEOU and attitude. H7. There is a positive relationship between PU and attitude.

A survey method was used to collect the data. Purposive sampling was used, and 416 high-school students participated in the current study. Descriptive statistics and structural equation model conducted to test the proposed model were used in data analysis.

All hypotheses formulated within the scope of the research model were statistically confirmed. H1, which assumed that interactive whiteboard self-efficacy (IWBSE) have had a positive impact on PL, was found to be statistically significant. The impact of IWBSE on PL was 0.61 which means that if IWBSE increases one unit, the impact on PL will be an average of 0.61 points. The relationship between IWBSE, which is expressed in H2 and H3, and, respectively, PEOU and PU latent variables, was statistically significant. IWBSE mostly affected PEOU (= 0.51, t = 7.92), and then PU (= 0.16, t = 2.43). The relationship between PL – which is expressed in H4 and H5– and, respectively, PEOU and PU latent variables, was statistically significant. IWBSE mostly affected PU (= 0.63, t = 7.94), and then PEOU (= 0.27, t = 3.95).

It is aimed to transform the entire classes into computerized classes (Smart Class) around Turkey with FATIH project which includes usage of interactive boards. Because it is a very big project funded by the government, it is important to evaluate its adaptation among teachers and students. Therefore, the current study aims to investigate the factors which might affect the attitude to use IWBs by high-school students.

The project described here is the third in a series of cross‐agency (now called community cohesion) explorations involving the development of resources for, and by, people with learning disabilities. (See Healthy eating, Journal of Assistive Technologies Volume 3. Issue 1. March 2008, and Keeping safe, Journal of Assistive Technologies Volume 4. Issue 2. June 2010.) Year 7 students at the Holy Cross secondary girls' school devised a series of simple educational games, for use on an interactive whiteboard, to support the learning of young adult students. The completed resources were then further developed at Lambeth College, and were finally made available for use both by Lambeth College and NHS Kingston's Occupational Therapy Service for people with learning disabilities.

The purpose of this study is to examine questioning opportunities afforded by interactive whiteboards (IWBs) by highlighting pedagogical decisions enacted by teachers to ensure that they work with the wider affordances of the device.

Three primary/elementary teachers participated in a study designed to identify the types of questions that teachers could enable, sustain and afford with an IWB. The teachers selected lessons to be videotaped. Pre- and post-lessons interviews were held with each teacher. Pre-lesson interviews sought the intent of the lesson and intended use of the IWB. Post-lesson interviews included teachers reviewing videotapes of the lessons and teachers reflecting on, reviewing and explaining significant and key events. They provided their reasons and justification behind their informed choices.

Teachers enacted a framework that demonstrated their commitment to developing communities of learners. They sought strategic ways to utilise the IWB in dialogically focussed classrooms. Teachers used IWBs to sustain conversations that raise and resolve their learners’ questions, to present challenges to the group.

This study has a small number of participants, but is fine-grained in analysis. The recorded lessons have only occurred in mathematics classes. Lesson sequences are short, and a longer sequence, over eight weeks, would have also been illuminating.

The study is unique in showing the shift in power and ownership between interactions among the teacher, students and the IWB.

The purpose of this study is to serve as an exploration of technology engagement on culturally responsive pre-service teachers. In an effort to increase interests of PK–12 students of diverse populations in science, technology, engineering and mathematics (STEM) education, many will need opportunities and introductions presented from their PK–12 teachers. Thus, as a part of teaching in the twenty-first century, PK–12 teachers play an intricate role in sparking beginning and continuing interest in technology. This is especially important for students who may not have the opportunity to engage in technology outside of their school setting. Consequently, it is imperative that PK–12 teachers develop a positive disposition toward and engage in technology themselves.

Using a mixed-method approach, this study investigates the perceptions of Historically Black Colleges and Universities PK–12 pre-service teachers in the area of technology engagement as they work to become culturally responsive teachers. The study provides an interpretation of the pre-service teachers’ level of interest/engagement practices and its relationship with their preparation as culturally responsive teachers.

The findings suggest a positive correlation between their education preparation program and their ability to utilize technology with their future students.

Finally, the study highlights the need for teacher educators to place a heavier focus on their own technology integration and for education preparation program courses/practicums to follow suit so that under-represented student populations develop more interest in STEM subjects.

The purpose of this paper is to understanding early childhood student teachers’ self‐reported acceptance and use of interactive whiteboard (IWB), by employing the Unified Theory of Acceptance and Use of Technology (UTAUT) as the research framework.

A total of 112 student teachers enrolled in science‐related papers from Bachelor of Early Childhood Education completed the questionnaire, measuring their responses to performance expectancy, effort expectancy, social influence and facilitating condition and behavioural intention. Structural equation modelling was used as the main technique for data analysis.

The results of this study showed that performance expectancy and effort expectancy were found to have a direct and statistically significant positive effect on behavioural intention. Of the four variables in the UTAUT model, the model accounted for 41 per cent of the variance in behavioural intention to use IWB among student teachers. The findings obtained in this study fail to verify the predictions about IWBs experiences having moderating effects towards the relationships.

This is the first paper that investigated the acceptance and use of IWB among early childhood science student teachers based on the UTAUT model. The findings have uncovered the important distinction of performance expectancy and effort expectancy in IWB acceptance and use. Hence, it provides several prominent implications for the research and practice.

The purpose of this paper is to extend the understanding of distributed leadership to the school district level as the authors examine how leadership for twenty-first century learning is distributed within public schools and school districts as they strive to transform their school classrooms from primarily teacher-directed toward more student-centered and technology-enhanced. It contributes to a growing understanding of the inherent distribution of school and school district leadership and helps elucidate how existing leadership machinations can be adapted to facilitate the transformation of public school classrooms from being primarily teacher-directed, to predominately student-centered, technology-enhanced learning environments.

This is a qualitative study conducted in all school districts in one Canadian province. Data were gathered through interviews of all district technology leaders and principals of two schools (per district) deemed exemplary in their use of technology for classroom learning; focus group sessions with stratified samples of teachers and all district-level program professionals in each district, and semi-structured observations of district-selected technology-savvy classrooms in two schools per district.

The paper provides insights into the challenges of leading classroom innovation, including costs associated with technology acquisition and the provision of quality professional development. It reaffirms the continued relevance of the school principal while concomitantly confirming the inherent existence of distributed leadership within and across organizational boundaries that can facilitate or impede complex change. Finally, findings from this study serve as yet another reminder that the accumulated, rich evidence base regarding the process of leading and implementing complex innovation appears to be largely ignored by practitioners.

Because the research approach is qualitative and restricted to one defined population, the generalizability of this study may be limited.

This paper draws attention to practical importance of fostering leadership from multiple sources and the need for reflection on how research evidence in education can better directed toward improved practice.

Given the major public expenditures in the acquisition of new and emerging technology for public school classrooms, this paper may foster reflection for improved leadership and implementation practices. The paper anticipates that this work will contribute to a growing understanding of the distributed nature of school and school district leadership. Also, the paper believes it will help elucidate how current machinations of leadership might be adapted to facilitate the transformation of public school classrooms from primarily teacher-directed to predominately student-centered, technology-enhanced learning environments.