| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 99 === The case study was conducted to explore the influence on teacher-student interaction when using interactive whiteboard as a teaching aid, as well as to investigate how teaching materials affect the teacher-student interaction, and to understand the difficulties the teacher faced when using interactive whiteboard.
The subjects of the study were an elementary English teacher and one of her classes in Taipei. The qualitative data was gathered through eight-week classroom observation and interview. The teacher-student interaction was recorded by using Brophy and Good General Class Activity Coding Sheet, as a reliable quantitative data.
After analyzing the data, the result showed that when teaching with interactive whiteboard, the number of teacher-student interaction increased, but the qualities of interaction were not, such as the length of interaction and the content of teacher’s feedback. When the teaching material was presented by flash games, it triggered the tripartite interaction among the student, the teacher, and the interactive whiteboard, which could raise the classroom atmosphere. In addition, if the teacher performed the high-level use of interactive whiteboard and reformed teaching materials into PowerPoint, it tremendously increased the quality of teacher-student interaction. During the research process, the teacher also brought up the difficulties of using interactive whiteboard. In order to overcome the heavy work load and the uncertainty of using information technology, teachers could establish teacher communities and strengthen their information literacy.
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