APCBEE Procedia 5 ( 2013 ) 312 316 [619161]

APCBEE Procedia 5 ( 2013 ) 312 – 316
2212-6708 © 2013 The Authors. Published by Elsevier B.V.
Selection and peer review under responsibility of Asia-Pacific Chemical, Biological & Environmental Engineering Society
doi: 10.1016/j.apcbee.2013.05.053
ICESD 2013: January 19-20, Dubai, UAE
interactive whiteboards as an innovative eco-technology
solution in teaching Science and Technological subjects
Liliana Mata, Iuliana Lazar, Valen tin Nedeff and Gabriel Lazar

Abstract
The aim of this study consists in e xploring the benefits and facilities of interactive whiteboards in teaching Science
and Technology subjects. The impact of eco-technology upon educat ion is highlighted in the first part of paper together
with an eco-teaching impact measurement model, following the analysis of lates t approaches focused on integration of
innovative environmentally friendly mater ials and technological solutions in th e educational context. The solution
generated by exploiting the resources of eco- technology in education is represented by interactive whiteboards. Their
benefits are multiple: environmental, technological, pedagogical, psycho-social, and economic impacts. The use of new
eco-technology solution is adequate in al l disciplines, but in this study there are emphases their potential in teaching
Science and Technological subjects.

© 2013 Published by Elsevier B.V. Selection and/ or peer review under responsibility of Asia-Pacific
Chemical, Biological & Environmental Engineering Society

Keywords : whiteboard; eco-technology; education; science;
1. Eco-technology solutions in education
There are implied two domains in an integrate vision that offers a new perspective upon the components of
education sciences: technology and education. New de velopments are explored in order to highlight the
environmental consequences. For example, the use of di gital multimedia technologi es has generated a new
paradigm in our educational methodologies and strategie s. It has given rise to new modes of learning and
enabled new and innovative ways to deliver instructional materials to the learners [1]. There are identified

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E-mail address : [anonimizat].
Available online at www.sciencedirect.com
© 2013 The Authors. Published by Elsevier B.V.
Selection and peer review under responsibility of Asia-Pacific Chemical, Biological & Environmental Engineering SocietyOpen access under CC BY -NC-ND license.
Open access under CC BY -NC-ND license.

313 Liliana Mata et al. / APCBEE Procedia 5 ( 2013 ) 312 – 316
some attempts to make connections and integration of environmental and technol ogical solutions in the
educational context: the political ecology of design and technology educat ion [2]; a systematic instructional
model for product eco-design education, including the re view of related factors such as time schedule,
capability of students, curriculum aims, teaching materials, and grad ing of assignments [3]; Advanced
Systematic Inventive Thinking (ASI T), as a problem solving strategy for education and eco-friendly
sustainable design [4]; eco-innovation as an opportunity for closer collaboration between universities and
companies through technology centers [5].
In a scientific level, there are few studies and a pproaches from perspective of the integration of eco-
technology in education, in practice ther e are already identified different so lutions for educational institutions,
to promote eco-friendly, green technologies [6].
In the new context, it results a triad in which there are integrated the three components (Figure 1).
Following the interaction relation between the specific tool s and solutions of each part , it will result the new
concepts and approaches.

Fig. 1. The relation between eco-technology and environment
The connection between eco-technology and education re present a response to the new demands of society
based knowledge. The educational actors cannot remain indifferent to the new challenges of ecology and
technology. The eco-technological so lutions will constitute for educatio n a necessary support to design
attractive lesson adapted to the needs. When eco-technologies are thoughtfully integrated with a
sound pedagogical vision,
[7]. In order to estimate the eco teaching impact o following experiment was performed.
2. Eco teaching impact measurement model
This research concerns the effect of teaching me thod using eco technologies over understanding the same
scientific content, taught at the same time, from one lesson in Science and Environmental Engineering field.
The fundamental topics are specific to Meteorology an d Climatology and Environmental Physics domains.
Statistical analysis of 38 reports was performed with SPSS, version 20.0 (the first group containing 23
students and the second containing 15). In the model it was used the follow ing independent variable:
Romanian baccalaureate admission av erage (Ba) for each student grouped into four categories (Ba between 6
and 7, Ba between 7 and 8, Ba between 8 and 9, and Ba between 9 and 10, where 6,7,8,9, and 10 represent the
admission average).

314 Liliana Mata et al. / APCBEE Procedia 5 ( 2013 ) 312 – 316
the lessons taught by the classical method (Lc), st
taught with eco method (Le), note for formative ev aluation from Lc, note for formative evaluation from Le,
degree of participation to Lc estimated by teacher, and degr ee of participation to Le estimated by teacher, too.
To determine any within-group changes in the dependent variables from Lc to Le, it was carried out paired
sample t-tests, i.e., pre/post for Lc and for Le. Result s of Paired-sample t-tests revealed that was significant
differences between students asse ssment to understanding level of the Lc and students assessment to
understanding level of the Le ( t =4.588, df=37, p = 0.000), and between the degre e of participation to Lc and
the degree of participation to Le ( t = 8.315, df=37, p=0.000). However, paired sa mple t test revealed no
significant differences between note for formative ev aluation from Lc and note for formative evaluation from
Le (t =1.745, df= 37, p=0.089). It also performed analysis of variance ANOVA [8], to examine mean
differences in the dependent variables among Ba cat egory. ANOVA results showed significant dependence of
note for formative evaluation from Lc ( F=3.306, df=3, p=0.032) and of
level of Le ( F=3.780, df=3, p=0.019) on student knowledge reflected by Ba level. As a preliminary conclusion
it may be assume that modern teachin g technologies can be used also to those students with less knowledge.
This justified more detailed analysis of innovative eco-technology solutions.
3. no Interactive Whiteboards: an innovative eco-technology solution
3.1. Characteristics of interactive whiteboards
Interactive whiteboards (IWBs), also known by various brand names such as SmartBoards and Webster
Boards , and as electronic whiteboards, are currently being used in varied educational settings. Interactive
whiteboards IWBs are large, touch-se nsitive boards, which control a computer connected to a digital projector
[9]. redefines the instructional leadi ng edge with a 3-in-1 combination dry erase, magnetic, and
interactive whiteboard that delivers lowest ownership cost, simple usability, and superior environmental
sustainability
3.2. Benefits of interactive whiteboards
There are various benefits of interactive whiteboards, as it can be observed from the Table 1:
pedagogical, ecological, technological, ps ycho-social, aesthetical and economic.
4. Modalities of interactive whiteboards integration in teaching Science and Technology
Information and Communication Technologies (ICT) can have a positive impact on sciences and
technologies teaching a .
Regarding the integration of interactive whiteboards in education, there are not contributions in terms
of concrete projects and products, but no research. The an alysis of reference literatu re indicates that there is
consistent research in the domain of using interactive whiteboard in teaching scien ces and technology subjects.
The interactive whiteboards may be integrated in sc iences and technological subjects in different
modalities:
designing the educational software to teach the lessons from these subjects;
elaborating the exercises for students to apply and re present better the abstract notions of sciences and
technological subjects;

315 Liliana Mata et al. / APCBEE Procedia 5 ( 2013 ) 312 – 316
Table 1. The benefits of interactive whiteboards
Categories of benefits Examples
Pedagogical – Interactive teaching and learning:
and capture attention. With multi- earning a reality.
– Flexibility . Save valuable lesson time by contr
– Personalized learning on their level. Students and teachers of any height comfortably interact with
lesson content with a simple lif t or push of the handle.
– Improving results in the classroom . encourage collaboration and discussion, and help create
classrooms that improve instruction and learning outcomes.
Environmental – Cleaner and greener classrooms
solution helps conserve natural resources and ensu res clean air in the classroom-protecting our earth
and children for generations.
Technological – Simplest installation: cabling, no power and
data outlets to add.
– Replace instead of repair . With all technical components conso lidated into a Bluetooth-enabled
stylus, worries about multiple points of failure are a thing of the past.
– Keep the conversation going . Save and distribute the entire inter active session, with one easy click.
Psycho-social – Social integration and adaptation . The use of the social abilities and integration
capacity of students, following the im plication in interactive activities.
– Personality and psychological development
the features of students personality, in terms of self-esteem, self-efficacy and psychological
development.
Economic uirements or expensive replacements.
involving students in teaching scie nces and technological subjects gr ated interactivity values of eco-
technology solution;
forming the ecological attit udes upon the educational and social envi ronment, a new category of attitude
implied in science and technological lesson;
Developing the psycho-social abilit ies and skills of students, aspect s that in the traditional teaching of
sciences and technological subjects are diff icult to stimulate in the teaching process.
It results a new educational paradigm that involve d the specific elements of eco-technology domain in
teaching sciences and technolog ical disciplines (Figure 2).

Fig. 2. The representation of educational contex t in sciences and technological subjects teaching

316 Liliana Mata et al. / APCBEE Procedia 5 ( 2013 ) 312 – 316
National Science Teachers Association [13] noted that general teaching skills should include the successful
use of technological tools.
5. Conclusions
The results suggest that specific elements of eco-technol ogy domain in teaching sciences and technological
disciplines may create a new educatio nal paradigm. It were identified
whiteboards especially from environmen t and education impact. Learning to teach Sciences and Technologies
with is an important concern, and should be integ rated into the teacher education curriculum.
Acknowledgements
This research was financially supported by th e UEFISCDI (Grant PN-II-PT-PCCA-2011-3.2-1108,

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