Interactive Whiteboards - Research Paper Example

Interactive Whiteboards The Usage of Interactive Whiteboard in the Instruction of Preschool Children’s Mathematical Concepts Abstract The main purpose of this study is to explore the application of interactive whiteboard to the instruction of preschool children’s mathematical concepts, including the problem, difficulty, and advantage of the usage of interactive whiteboard. Further, the researcher also compares the 30 children’s mathematical concept performance between two groups in the “whiteboard operating” and “physical material operating” group. The experimental teaching lasted for six weeks. Teaching units included one-to-one correspondence, categorization, and 1-10 quantity. The 6-times evaluations were conducted after each month teaching unit was finished. Children’s mathematical concept performance between two groups was compared and analyzed by the Mann - Whitney U test. The results are as follows: 1. Children’s mathematical concept performances are as follows I. There is no significance difference in one-to-one corresponding and in 1-10 quantity between two groups II. The whiteboard operating group performs better than the physical material-operating group in classifying task. 2. The challenges encountered by teachers include I. Equipment perspective: inadequacy of computer hardware, the shadow, the height, and the out of locating focus of the whiteboard position II. operating perspective: difficulty of dragging smoothly, unstable function of the spotlight and the touch screen III. material design perspective: time-consuming of alternating designed questions; difficulty in curriculum design and discipline control caused by inappropriate size of designed picture 3. The advantages of using whiteboard include I. Reducing teacher’s pressure of preparing curriculum II. Enhancing the convenience of material re-usage III. Increasing the flexibility of the display screen IV. Triggering the interests of children V. Enhancing the interactions between teacher-to--children and children-to-children Finally, in accordance with the study results, practical recommendations to schools, Preschool educators and future research are provided. Keywords: Interactive Whiteboard, Mathematical Concept Instruction, Learning Performance, Early Childhood Education 1. Background and Motivation The 21st century belongs to an information technology era, how to apply information technology into teaching and learning has become a key concern all over the world. In the year 1990, Australia national education revolution; in 1998, Hong Kong announces the first technology education strategy; in the year 2001, Europe Association clearly point out the ability of application technology and digit learning into future education has become the key ability (World Magazine Education, 2006). Business Weekly (2007) mentioned the 2007 year, USA hope to invite profession scholars all over the world to discuss how to decrease global illiteracy and to cultivate students’ future “ whole world moving competition.” Taiwan set up “information course and development committee” in 1982, and in 2001 Taiwan’s education revolution, the ability of science and information application has been one of the ten abilities within Grade 1-9 curriculum. Recently, the most impressive information technology in teaching and learning is the virth of Interactive Whiteboard (IWB). England has undergone IWB pre-plan, has announce “Schools Interactive Whiteboard Expansion（SWE)” in 2003; has set up National Whiteboard Network（Beauchamp, 2004). Till 2007, the application of IWB has been very popular in England, USA, Japan, Canada, and Singapore…etc those developed countries. （Shenton & Pagett, 2007）. Taiwan has constructed “e –learning environment” to support the application of IWB into classroom. The dynamics of the use of IWBs necessitated the integration of IT concepts into children’s instruction. Countries are adapting transformative IT concepts in the education sector. The use of IWBs is a manifstation of inclusion of the advancing technology into the education sector. Countries are adapting the use of IWBs with regard to the benefits that are accruable form such changes (Whyte, Beauchamp & Alexander, 2014). Motivation and improvement of the learning environment are some of the integral factors that necessitate the replacement of traditional teaching methods with strategies that make education more exciting. IWBs are used in teaching a variety of subjects with special reference to the sciences inclusive of mathematics. Britain, Asian nations and USA among others are some of the countries that have been advancing efforts that are aimed at integrating IWBs into classrooms. Therefore, the background of the initiation of IWB application in the process of teaching children owes its existence to the variant benefits that come with the replacement of traditional methods (de Koster, Volman & Kuiper, 2013). Math has been the mother of science, the Math ability has been the key international competition all over the world. From birth, children never leave Math. Life has been full of the concept of numbers, quality, colors, shapes, sizes and space. In 1987 Taiwan Education Bureau “Kindergarten Curriculum Standard,” its Math definition belongs to the knowledge area among six areas. Recently, Wang Mei Jin王梅錦（2010） and 劉詠欣（2010）has explored this topic through action research in young children in Taiwan, and in international research (Liao, 2013) has discussed the topic. With quasi-experiment, the study aims to realize the children’s learning Math efficiency after the teaching experiment of IWB, and further, it explores the process of teachers’ usage in instructing IWB toward children. 1.1 Research Purpose 1. To explore the children’s learning efficiency difference between the “whiteboard operating” and “physical material operating” group. 2. To explore teachers’ teaching process of the usage of IWB toward children 3. To offer related suggestions for preschool educators in the application of IWB into Math instruction 1.2 Research Problem 1. Will children’s learning efficiency be different between the “whiteboard operating” and “physical material operating” group? 2. What is the process of teachers’ teaching process of the usage of IWB toward children? 1.3 Definitions: 1. Interactive Whiteboard (IWB) is a technological concept that combines a computer system, an audio device, an overhead projector and a blackboard that is used to display relevant information to learners. In this case the teacher uses an instructional DVD material. When the display is on the whiteboard, the teacher uses a tool pen, which is touch enabled and controls the instructional contents that are displayed to the class. The audio device remits the corresponding sound that is related to the content under display (Robertson & Green, 2012). 2. Interactive Whiteboard Integrated into Math Concept Instruction: It means the integrated of IWB into preschool Math curriculum design, and teaching units included one-to-one correspondence, categorization, and 1-10 quantity. 3. Learning Performance Within the research, learning performance of experiment group is the one week Learning Activity Evaluation after the IWB integrated into Math curriculum; while controlled group is the one week Learning Activity Evaluation after the traditional instruction of photos and real objects material. 1.4 Limitations: 1. Research Scope: 30 subjects are limited in one preschool, in Kaohsiung city, and the research time of experiment instruction is for six weeks. 2. Material: The usage of interactive whiteboard is characteristic of the school equipment; therefore, the study adopted the experiment time focusing on the time after school: the different learning of two groups (traditional and interactive whiteboard operating) only occurs in children’s after school learning time upon parents’ agreement. 1. Related Literature When conducting a research on the use of IWBs in the education sector, it is imperative to have an in-depth understanding of Information Technology (IT) and the concepts therein. IWBs are integral components of the vast IT fraternity. Therefore, explaining and elaborating IT concepts gives an elaborate understanding of the importance of IWBs and the concepts that dictate their operations. IT refers to the application of telecommunication and computer systems to safeguard, retrieve, share and manipulate information or data. Therefore, in the education sector, the teacher store information, retrieves it and shares the same with the learners to propel learning activities. IT is composed of various types of data. Text and video data are integral components of an IT system (Thaung, 2012). IWBs use both text and video data. Mathematical illustrations are displayed on the whiteboards in form of text and an elaborate illustration is made using motion pictures, that is, video data. Making illustrations in conjunction with motion pictures appeals to students and draws more of their interest in learning (Rajaraman, 2013) 表2-1 Related Literature of IT Authors Characteristics of IT Rajaraman (2013) Thaung (2012) It is efficient, flexible and dynamic IT is divergent, inclusive and ever advancing 賴阿福（2005） 虛擬化、遠距式、互動性、適時式、需求隨選導向、整合性 2.1 2.2 Information Technology (IT) Integrated into Children’s Instruction 2.2.1 IT Integrated into Instruction Policy In order to welcome the knowledge economy society, information technology has become the key concern. Japan has become the information education course from 1996, USA education bureau has provided Call to Action for American in the 21 Century in 1998. Singapore has promoted its Master Plan for IT in Education in 1997, Hong Kong has provided “In the Pace with IT learning: Five Year Strategies, and Korea, Canada, Europe countries have put IT integrated into instruction for the key point in elementary school. Taiwan Education Bureau in 2001 has promoted the IT integrated into junior high and elementary school, with the concepts of easy to get IT, active learning, cooperated creativity, long life learning knowledge to pinpoint the future IT education prospect. The application IT varies from industrial institutions, enterprises to education among other areas. IWBs are part of the process of integrating IT concepts into education in an effort to enhance efficiency and pioneer the provision of quality and effective education to the learners. The effectiveness of the use of IT in education is because of the fact that children are accustomed to technological factors in their daily lives (Lin et al., 2011). 2.2.2 Purpose of IT Integrated into Children’s Instruction (1) From Learners’ Perspective Research insists that with the science application learning, children will build critical and creative thinking and excite their learning potential. The effectiveness of learning activities on children is dependent on their interaction with the learning materials and procedures. Such interactions are the reasons for the differences between the “whiteboard operating” and “physical material operating” groups (Murcia & Sheffield, 2010). The integration of IT into classroom sessions pioneers the improvement of learning interests among students, especially those that find it difficult conform to other scheduled learning processes that are not inclusive of IT concepts. For instance, computer-based learning is applicable in the entire education fraternity. For example, special needs education is characterized by an extensive application of computer-based instructions that are progressively replacing translations and excessive sign language (Lin et al., 2011). The conjunction of IT and children’s instruction considers several effective factors. The factors include child perception towards learning, motivation, behavior, attention, level of interaction and pedagogy. These factors affect the learning outcomes among the children. For instance, it would remain difficult to teach students that are not motivated because their attitude towards learning would not be positive. IT, through the use of interactive whiteboards tailors such attitudes and orients them in a positive manner, motivates the students and consequently enables them to enjoy learning. The attentiveness of the children is imperative in the learning processes it determines the level of interaction during class sessions. Children learn more effectively if they are attentive and take part in the learning process. IWBs remains purposely formulated to enable the students to participate interactively during lessons (DiGregorio & Sobel-Lojeski, 2010). In sum, the integration of IT in learning purposes to improve the student’s ability to relate to what is being taught and participate fully for effective learning to be achievable. (2) From Teachers’ Perspective With teachers’ appropriately apply IT into instruction, the learning environment will promote children’s learning motivation, creativity, cooperation, critical thinking ability, and to achieve the intended teaching goal. Teaching is dependent on methods that are most appealing and effective to the students. When they apply IT into instruction, the learners are able to relate to the parameters used in teaching and are more likely to produce the desired learning outcomes. Therefore, the purpose of the integration of IT into teaching is to complement the efforts of the teachers in ensuring that their students gain the intended learning prospects. IT, with IWBs promotes teacher-centered instructions and student-centered learning. The interest of the students is vital in the teacher’s work. Teaching is difficult in a situation with no interactive factor that links the teacher and the learners. Therefore, IT gives the teachers a basis for involving the students in the teaching process to promote a learning procedure that is all-inclusive. The application of IT in instructional learning eases the effort applied when teachers are preparing the relevant curriculum. Computerized processes increase efficiency in formulating curriculums and storage of the same for reuse. The reuse of learning materials through an IT system reduces the workload of continuously preparing new teaching materials (McManis & Gunnewig, 2012). Therefore, the integration of IT does not only increase efficiency among the students but also produces the same results among teachers. Increasing Efficiency and effectiveness is one of the notable reasons for the integration of IT into the process of giving instructions in the education sector. 2.2.3 Advantages of IT Integrated into Instruction (1) Time Teaching using traditional methods can be time-consuming because the teacher has to prepare the curriculum and the learning instructions manually. Traditional teaching methods require a lot of time to be taken in making illustrations until all the students understand the concepts being taught. It takes a lot of time for students with learning disabilities to learn using traditional methods. However, the integration of IT into instruction has significantly reduced the time that teachers use to prepare curriculums. Computers are capable of automatically generating the relevant curriculum instructions as opposed to the labor-intensive manual process. Students find IT teaching concepts more appealing a take a considerably short time to gain the concepts being taught. (2) Efficiency Computerized IT concepts are more efficient and reliable. For instance, the impacts that traditional teaching methods have on children are different from those of the integration of IT into instruction. IT complements theoretical information from the teacher with the relevant illustrations that provide an in-depth analysis and understanding among the children. The efficiency is evident through the increased effectiveness of the learning process because the children can easily relate to the lessons. The teaching process is also simplified in the sense that teachers can make illustrations easily and conduct lessons more effectively. (3) Interactive communication Desirable education outcomes are only realizable through effective communication between the teachers and the students and also among the learners. Learning that is entirely teacher-centered can be perilous. Such a learning process is not inclusive and some of the interests of the students may not be addressed accordingly. An effective teaching process should take both the interests of the teachers and those of the students into account. Communication is the key to the realization of inclusiveness during teaching sessions. IT enables the teachers to engage the students in the teaching process by giving them a chance to interact with the technological prospects applied in learning. Since students find the use of IWBs more appealing compared to the traditional methods, they are compelled to participate in the lessons and their interests are expressed in the process. (4) Immediate Feedback Feedback is integral in the learning process as it ensures that the teacher is aware of the students’ welfare as far as their education is concerned. IT provides a basis for teachers to teach and get reactions form their students immediately. Traditional methods involved longer communication chains that do not give provisions for immediate feedback. Computerized learning is fast and enables students to interact effectively with their teachers and respond immediately to teaching processes. From the feedback, the teachers can identify the flaws in their practice and the weaknesses that the students might have in various learning areas. In addition, the use of IWBs in teaching enables the students to respond immediately to the illustrations to identify the areas of contention or concepts that they have not understood. (5) Unlimited Space and learning style Integrating IT concepts into the learning environment is economical on space. Teachers use many teaching materials in their activities and they need an appropriate space to store such information and implements. Traditionally, teaching materials were mainly paper work and filing is one of the methods of storing them. Filing is not economical on space and retrieval of information is complicated. The use of computers enables the storage of information in one location that has an unlimited space and makes retrieval easy. Traditional blackboards have a limited writing space while the case is different for IWBs, which operate on a software basis. The learning style that integrates IT is also fun and appealing to students enabling them to relate effectively with the prevalent learning environment. Table 2-2 The Comparison of Learning between traditional and IT integrated into instruction Environment Tradition IT integrated into instruction Interactive real Visual and interaction Limitation of time space More limitation few Situation Learning Few apply necessary Individual Learning Not easy to attain goal Easy to attain goal Record individual learning little both The output of material Slow, with man Quickly, with IT Refer Tsai (2009)參考蔡嘉俊（2009）。 2.2.4 The Strategy/the Way of IT Integrated into Children’s Instruction The successful integration of IT systems into Children’s Instruction is a process that conforms to various parameters. Therefore, IT concepts are introduced into the education system systematically with reference to the reasons for the integration, the expected learning outcomes, the method of integration, the concepts to be integrated and the method of integration. The use of IWBs is a significant way of inculcating IT concepts among young learners (Hennessy, 2011). For the integration to be successful, a relevant strategy should remain adhered to. Training of the teachers on how to employ IT concepts in education is imperative for the integration. Teachers are the medium between the IT concepts and the learners. Therefore, their competence in the use of IT implements in the teaching process is imperative. The first strategy towards the integration is ensuring that the teachers are conversant with the relevant IT concepts so that they can integrate the learners into the system (Kung-Teck, Timothy & Choo, 2014). The interests of the learners and their familiarity with IT should also be considered to ensure that they can easily relate to the use of whiteboards in classrooms and other technological concepts. Integrating technology in classrooms is beyond the teaching of basic computer skills. An effective integration of IT must enhance the curriculum, be inclusive and improve learning. Various questions validate the imperativeness of IT in education. 1. Why integrated 2. Who is learning 3. When to integrated into instruction 4. Where to integrated into instruction 5. What to integrate into instruction 6. How to integrate into instruction: preparation before class, excite motivation, class instruction, teaching and learning activities, after class evaluation. 7. How much 2.3 Interactive Whiteboard 2.3.1 The Concept of Interactive Whiteboard An IWB is composed of a white interface that is used to make presentations and illustrations during class sessions. The concept of IWBs is applied to enhance efficiency and effectiveness in the process of educating children. An IWB system has a computer, a projector and an interactive whiteboard, which constitute its basic components (Xu & Moloney, 2011). The projector is connected to both the IWB and the computer so that the content is displayed on the screen for the students. Therefore, IWBs are technological applications that are extensively replacing old writing boards. The interface of an IWB is the platform that allows the teachers and the pupils to interact with the system (Lai, 2010). In sum, the IWB is a modern writing board that is not only interactive for the teacher but is also inclusive of the students interests (Koh & Divaharan, 2013). Traditional writing boards are not entirely inclusive because they are teacher centered and require manual encoding of information. Conversely, IWBs work based on computer programs that have automated operations that make them more efficient. The information on the whiteboards is manipulated using a touch-sensitive technology or a special pen. The manipulation enables the user to interact with the IWB and effectively engage the learners (Jang & Tsai, 2012). Users should be conversant with computer systems and the use of IWBs requires minimal training (Winzenried, Dalgarno & Tinkler, 2010). 2.3.2 Function and Advantage of Interactive Whiteboard Introduction and consequent use of IWBs in teaching children integrates IT and education. IWBs have various benefits that can improve education and enhance effectiveness in the teaching practice. The IWBs provide an interactive interface on which teachers can direct their students and compel them to participate. Therefore, inclusive participation and efficiency are among the notable benefits of the concept of IWBs (Tsung-Ho, Yueh-Min & Chin-Chung, 2012). The functions of the IWBs are also variant. For instance, the flash interactive model enables the display of images and presentations such that they are visually available to the audience for viewing and manipulation. IWBs have special functions for example the navigation of the content under display using special pens or the touch-sensitive technology. Hyperlinks are pathways that enable the IWB users to easily access contents over the internet (Engles, 2010). The interactive Response System (IRS) makes learning inclusive and interactive by fostering student’s concentration and participation, which results in a desirable learning outcome. Through this system, students respond using remote control gadgets and those that are unable to ask verbal questions are able to participate making the learning sessions all inclusive. Interactive: Classroom sessions are dependent on the interaction between the teacher and the students. Therefore, a platform that pioneers cooperation between the teacher and the students is appropriate for the effective achievement of the learning outcomes. IWBs provide a basis on which the teacher can adequately engage the students and foster an interactive learning environment. 1. Flexibility: IWBs enable the teacher and the students to use various forms of media including photos, maps, graphs, games, illustrations, videos among others. Such components of IWBs enhance and expand the curriculum and improve the classroom experience. Learning using IWBs is also more dynamic owing to the various presentation formats. 2. Multi-media, sense teaching: IWBs enable the integration of technology and education. The global technological advancements necessitate the use of multi-media in various sectors. Teaching children using IT concepts inculcates sensible technological knowledge. 3. Interesting: Traditional teaching methods have overtime become monotonous. Using IWBs introduces IT concepts into the education sector and the dynamics that come with the technological advancements makes learning exciting and appealing to young children. Games and other fun activities make learning interesting. 4. Elevating teaching and learning efficiency: The process of teaching children to accomplish desirable outcomes is dependent on the efficiency of the teaching methods (Deaney, Chapman, & Hennessy, 2009). Using IWBs makes it easy to formulate and implement the curriculum. The children can also efficiently interact with each other and the teachers. 5. Excellent records instrument: IWBs can store teaching information and the contents of the curriculum accurately. Retrieving information from the IWB system is also simple and efficient. 2.3.3 Efficiency of Interactive whiteboard on Instruction 1. General Benefits i. Enables utmost interaction between the teacher and the students for effective learning ii. Makes it possible to store information safely and facilitates retrieval. iii. Integrates the ever-advancing technological concepts into children’s instruction 3. Benefits for teachers i. IWBs reduce the pressure of preparing the curriculum that is always on teachers ii. Teachers are able to reuse teaching materials after storing them because they can easily retrieve them. iii. The teachers’ job is simplified because of the elimination of the less efficient manual teaching methods. 4. Benefits for students i. The use of IWBs triggers learning interests among the children making education efficient and effective. ii. Interactions between the children and their teacher is enhanced, a situation that creates a platform on which they can learn more from the tutors. 5. Factors for effective use i. IWBs require the users to undergo minimal training for their effective conversancy ii. The smart boards can be used to display a number of graphical contents including pictures and other impressions that emphasize on what is taught theoretically. 2.3.4 The Way Whiteboards are integrated into Instruction Instructions are imperative aspects in the process of teaching children. The method of delivering the instructions determines their effectiveness on the learners. Teachers integrate IWBs in the process of instructing children by tailoring the curriculum using IT. For instance, mathematical concepts such as graphs and numerals can remain graphically represented on whiteboards and manipulated accordingly. The application of IRS should complement the use of IWBs in classrooms (Chen, Chiang & Lin, 2013). Teachers use whiteboards to put emphasis on theoretical concepts. Theory lessons may be monotonous for young children. However, technological concepts are appealing and engage children in learning processes that are fun and less monotonous. Therefore, teachers IWBs in math instruction to make classroom sessions more interactive and enhances participation among the children (Sweeney, 2013). Mathematics is a discipline that entails a lot of numeric calculations and figures that require a system that can effectively illustrate them. Such teachers to make clear and graphically accurate illustration that foster better understanding of mathematical concepts among the children use iWBs 2.4 Children’s Math Concept Instruction 2.4.1 The Theory of Children Math Education Different philosophic assumptions or theories try to explain the process of learning including the inculcation of mathematical concepts. Thorndike, an associationist, suggests that learning is made possible by the establishment of connections between stimuli and the environment and responding appropriately. According to Thorndike’s recommendations, students perform well in mathematics after developing a culture of practice, which strengthens their cognitive knowledge (Day & Goldstone, 2012). The associationist assumption is called the theory of mental bonds. However, behaviorists such as Skinner do not accept the provisions of the mental bonds assumption in the process of learning mathematics. Behaviorists believe that learning requires a reinforcement strategy, which may include punishment to eliminate undesirable behavior and rewards to uphold desirable learning outcomes (Reimann, Markauskaite & Bannert, 2014). It is notable that behaviorists agree with the associationists on the fact that practice is integral in learning. Other psychologists such as Jean Piaget and Kammi based their concepts on the constructivism theory. According to the constructive learning theory, human intellectual development is a chronological process that proceeds in four sequential stages (Mitchell, Hunter & Mockler, 2010). In this context, intelligence is the ability of an individual to adapt to environmental factors. Therefore, learning is through adaptation, assimilation and accommodation. For instance, the use of IWBs in teaching mathematics introduces students to the IT environment to which they must adapt and accommodate (Schubring, 2011). 2.4.2 The Content of Children’s Math Material and Teaching For children to learn mathematics effectively, the content of the curriculum should be appropriate and relevant to their situation. For instance, the teaching should be inclusive, meaning that it should also be children-centred. The teacher should delegate some tasks to the children to enhance practice that would otherwise improve their grasp of mathematical concepts. IWBs and other materials used to teach mathematics have graphical representations of mathematical concepts and data (Jang & Tsai, 2012). Numbers can be represented on graphs. Various objects and shapes including their names also constitute the mathematical curriculum. IWBs have an unlimited space that could accommodate vast mathematical concepts to enhance effective learning development among children. 2.4.3 Children’s Math Concept Instruction (Teaching and Learning) The process of introducing children to math concepts considers various factors. Children can learn from their daily life experiences and the classroom coaching. Problem-solving abilities, being active and development of the right attitude are integral factors in learning mathematical concepts (McQuillan, Northcote & Beamish, 2012). The following techniques are applicable in Children’s math concept instruction: 1. one-to-one correspondence 2. classifying, categorization 3. 1-10 quantity 2.5 Research of Interactive Whiteboard on Math Instruction (Teaching and Learning) Math instruction entails various illustrations that can remain represented effectively on IWBs. The mathematics curriculum is composed of variant characters such as numerals and object images that children need to familiarize with. The IWB interface is interactive and enables the children to see the mathematical characters in their actual context. Being an interesting IT concept, IWBs tap the children’s attention and makes the process of teaching mathematics effective and efficient (Kursat, Muge, & Sukru, 2015). Such advancements may alleviate the perception that learning mathematics is a complicated process and makes it more interesting. 3. Research Method 3.1 Design The researcher also compares the 30 children’s mathematical concept performance between two groups in the “whiteboard operating” and “physical material operating” group. The experimental teaching lasted for six weeks. Teaching units included one-to-one correspondence, categorization, and 1-10 quantity. The evaluations were conducted after each teaching unit was finished. Children’s mathematical concept performance between two groups remain compared and analyzed by the Mann - Whitney U test. Table3-1 Experiment Design Model Group Experiment Post-test Summative Assessment Experiment（IWB） X1 O1 O3 Controlled（Tradition） X2 O2 O4 3.2 Framework Control Item 1.Teacher 2.Learning Content 3.Learning Progress 4.Evaluation Instrument 圖3-1 Framework 3.4 Subjects 表3-2 Children’s Numbers in Group Group Instruction Gender Male Female Numbers Experiment IWB 8 7 15 Control Tradition 9 6 15 3.5 Instrument and data analysis In qualitative analysis, observations, interviews, self-reflection, videos recording, and triangulation were adopted to verify the validity and reliability of the research. As for the evaluation for children’s learning efficiency, the main data source is learning針sheet and learning activities assessment designed by the researchers through professionalism scholars’ instruction. The research adopts one learning activity and six learning sheets. Each children is graded for his/her performance in the learning of one-to-one correspondence, classifying, and 1-10 quantity. The descriptive statistics and Mann-Whitney U Test were adopted to compare the significance of two groups’ grades. 4. Results The results are as follows: 1. Children’s mathematical concept performances are as follows: (1) there is no significance difference in one-to-one corresponding and in 1-10 quantity between two groups; (2) the whiteboard operating group performs better than the physical material operating group in classifying task. 2. The challenges encountered by teachers include I. Equipment perspective: inadequacy of computer hardware, the shadow, the height, and the out of locating focus of the whiteboard position II. Operating perspective: difficulty of dragging smoothly, unstable function of the spotlight and the touch screen III. Material design perspective: time-consuming of alternating designed questions; difficulty in curriculum design and discipline control caused by inappropriate size of designed picture 4. The advantages of using whiteboard include I. Reducing teacher’s pressure of preparing curriculum II. Enhancing the convenience of material re-usage III. Increasing the flexibility of the display screen IV. Triggering the interests of children V. Enhancing the interactions between teacher-to--children and children-to-children 5. Suggestions 5.1 For training courses: School set up related training course and symposium for teachers and parents, which would expand their IT knowledge and improve their understanding of the IWB system. V.2 Elevation and Maintenance of IWB equipment Maintaining the equipment ensures that they remain operational and are used appropriately. Improvements can also remain made with regard to the advancements in technology. 5.3 Interactive Strategies for Preschool Educators IWBs facilitate interactive and inclusive learning with participation from both the educators and the children. 5.4 Team cooperation for Preschool educators 5.5 Child-centered consideration Children are given the opportunity to actively take part in the learning activities. 5.6 Children’s play integrated into IT instruction. For instance, IWBs are composed of various interactive games that integrate children’s play into IT instruction. 5.7 Aesthetics Education integrated into IT instruction. The IT developments should also be inclusive of the imperative aesthetics provisions (DeSantis, 2012). 5.3 For Further Research 1. Time: As already mentioned, IWBs reduce the amount of time that educators use to develop and prepare the curriculum by automating such processes. 2. Space. IWBs have a larger working area than traditional teaching boards. 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