AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
effective processing of the acquired information (mainly in case
of boys) used for the task solution (analysing, deduction).
5 Conclusion
Successful application of the created model into the practice
brings a more effective IWB use and, as it was proved in frame
of the presented research, development of interpersonal
competence of teamwork at lower secondary education. We
consider this finding as a very important one as this competence
is understood as the key one in relation to adaptability of young
people to the life in society and to the increase of their
employment as it has been mentioned in the introduction of this
study (The Definition and Selection of Key Competencies,
2005).
Based on the results of the carried out observations, we can
claim that through the created educational model application the
students of the observed classes developed their skills of
working in a team, learning with others, creating progressive
relationships, cooperation, tolerance, responsible behaviour
towards others, etc. Among the students who have improved
their interpersonal competences, we have observed improvement
also in terms of communication and group integration, what
resulted in better and more effective results of their work
(observed in the worksheets). Some similar as well as other
examples of improved social relations, tolerance and mutual
communication can be found in research results of Harlow,
Taylor, Forret (2011), according whom the teachers were very
surprised by positive social changes observed in the research
sample of the students educated using IWB (i.e. through IWB
supported teaching). To the key aspects of the work with IWB,
which corresponds with the issue of our research, was the e fact
that the IWB ensured a whole-class interaction and kept the
attention of the students paid to the given task solution even
when the teacher occured himself elsewhere. Based also on our
findings, we agree with the mentioned authors that sharing
information on IWB creates a number of advantages for
teamwork and group discussion (Harlow, Taylor, Forret, 2011),
enables teamwork (Somekh, Haldane, 2007), knowledge sharing
(Hannessy et al., 2007) and joining the whole-class discussion.
It is obvious that some competences might be developed through
traditional conventional means such as pen and paper
(workbooks), however, through the IWB teaching materials were
more easily shared and modified within the whole class, what
increased also the overall motivation to learn. Similarly to
Warwick, Mercer (2010), also in our research the assumption,
that IWB support different kinds of interactions which help to
create common, dynamic dialogue (mainly by multimedia
means, which affect on several senses at once), was proved.
Based on this we deduce that by means of the teaching strategy
(model) created by us, it is possible to achieve both personal as
well as cognitive development of the students. The tasks used in
the worksheets led the students of each focus group to a close
cooperation, as a result of which new skills appeared, what was
confirmed by the teachers.
Considering that the presented research was an initial one of the
concerned focus, the achieved results, i.e. their validity, cannot
be generalized. The intention of the research was to point at the
practicality of the educational model, and validity of its results
can be taken as proved only at the level of the research sample.
The issue of the development of the key competences of students
at lower secondary education in the area of technical subjects is a
relatively new area, which requires further deeper analysis in the
future.
In our opinion teachers should create models of teaching
supported by the IWB, aimed at problem-solving using learning
within a group, self-evaluation of students, discussions with
students, self-expression of the students and exercises containing
certain game elements (as it has been done in case of the
teaching model created by us) in order to develop key
competences of the students from the all society point of view.
The partial results of the pilot research aimed at the development
of the key competences of lower secondary school students
through IWB in the subject Technology show that active use of
this teaching model and implementation of the relevant teaching
materials focused on the work with IWB are well founded within
the methodology of the school subject Technology (technical
subject methodology). The stated follows from the fact that these
tasks definitely contribute to the development of the given key
competences and skills of the students. The tasks encouraged
mainly the development of interpersonal and communication
competences, and on a certain level (a lower one) also the
development of personal and learning competences. So it can be
deduced that this model of teaching can ensure complex
development of personality of the student, in terms of cognition,
psychomotorics and socio affective aspects (Sahin et al., 2010).
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