The use of annotation functions of interactive whiteboards and abstract text effect on learning of the social sphere for elementary school students.

• Main Authors: Hsu, Changhwa, 徐章華
• Other Authors: Liu, Yuanchen
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/74578716829774507193

碩士 === 國立臺北教育大學 === 教育傳播與科技研究所 === 99 === This study aimed to understand the use of annotation functions of interactive whiteboards and abstract text effect on learning of the social sphere for elementary school students. Based on the findings to make specific recommendations for teaching and research references. This study adopted a quasi-experimental research method. There were four classes students in third grade in this study. Their teacher was the researcher. The teaching method of control group was operating the annotation functions of interactive whiteboards and abstract text effect both by the teacher. The first experimental groups was operating annotation functions of interactive whiteboards by students. The second experimental groups was operating abstract text effect by students. The third experimental groups was operating the annotation functions of interactive whiteboards and abstract text effect both by the students. In this case researcher observed the effect of experimental. There were three lessons every week at the three-week experimental period. Assessments were done before and after the experiment to observe the change in the learning motivation, reading comprehension, reading memory and learning effect. Collect data and then to two-factor analysis of covariance (ANCOVA).Concludes with recommendations for teaching and reference for future research directions. Conclusion of the study were as follows: 1.Abstract text effect by students group performed better than by the teacher. 2.Abstract text effect by students and the operation annotation feature by teacher group for learning to read comprehension got the best performance. 3.No matter the use of annotation functions of interactive whiteboards or abstract text effect by the teacher or student both had positive effects in reading memory, but below the significant difference. 4.No matter the use of annotation functions of interactive whiteboards or abstract text effect by the teacher or student both had positive effects in learning effect, but below the significant difference. Keywords: interactive whiteboards, annotation functions, abstract effect, reading comprehension, reading memory