Students and the interactive whiteboard

 Recei ed 10 Sep embe 2011. Volume 4, Numbe 2-3, 2011 STUDENTS AND THE INTERACTIVE WHITEBOARD Pi oska Bi ó Abs ac : The sp ead o In e ac i e Whi eboa ds in Hunga y has made s uden s mo e cu ious, in e es ed and mo i a ed. The new digi al gene a ion claims e o m and besides he adi ional educa ion hey need digi al ma e ial, ex a knowledge since i is much easie o access ex a in o ma ion in connec ion wi h a pa icula cu iculum. They spend a lo o ime using hei compu e s o su ing he ne which is suppo ed by he below su ey. I he eache aises hei in e es in he opic ins ead o p o iding hem wi h ma e ial which is bo ing and di icul o unde s and, he eache s will be eady o sea ch he opic on he in e ne and his way hey can de elop hei knowledge. So we need a de ice which migh be used o colou he lesson and he in e ac i e whi eboa d is pe ec o his pu pose. In his pape I p esen he opinion o 618 s uden s in connec ion wi h he new de ice. I will desc ibe hei eac ion o using he boa d and I will lis hei posi i e and nega i e expe iences and hei ideas abou he u u e school. Key wo ds: IWB (In e ac i e Whi eboa d), ICT de ices, in e ac i e eaching en i onmen 1. In oduc ion I is he school’s ask o each us how o lea n, o make us s i e o knowledge, o each us how o be happy when we do some hing well and exci ed abou c ea ing hings o make us like wha we do and help us ind wha we like doing. (Szen -Gyö gyi Albe , 2011) As he abou quo a ion s a es i is he school’s ask o each he s uden how o lea n, p epa e hem o li e, so ha hey can easily ind hei place in socie y. The sp ead o in o communica ion echnologies has eached he schools he e a e mo e and mo e new de ices which can be used by eache s a school. In e na ional esea ch shows ha mos o he s uden s a e happy and en husias ic abou he in e ac i e whi eboa d hey lis en o he lesson mo e in ensi ely and hey a e mo e in e ac i e. Mo e and mo e ICT de ices appea in educa ion, mode n u ni u e eplaces he adi ionally o de ed desk, cupboa ds, he adi ional blackboa d is eplaced by IWB, s uden s will use mini lap ops, ins ead o hei exe cise books hey will ge digi al homewo k. Se e al ques ions a ise in connec ion wi h he boos ing inno a i e de elopmen : • Will hese de ices comple ely eplace he adi ional equipmen ? • Shall we ind only ICT de ices in he u u e class ooms? • Will he e be exe cise books o p in ed books o only hei elec onic o ms? • Will e e ybody use lap ops in lessons? • Will hey lea n how o w i e o will i be eplaced by yping? 2. Pedagogical heo ies applicable in ICT en i onmen s (Gaál, 2011) I is no only he educa ional en i onmen ha changes wi h he appea ance o new de ices bu al eady wo king pedagogical heo ies come o he on along wi h new app oaches. The eache has go mo e possibili ies, he e is a wide ange o eaching ma e ial, wi h he appea ance o new digi al ma e ial he eache can selec om a huge amoun o in o ma ion. 30 Pi oska Bi ó Ac a Didac ica Napocensia, ISSN 2065-1430 The adi ional eache s’ ole, whe e he eache was in he cen e o a lesson, changes. The eache becomes a helpe while he s uden ge s a mo e ac i e ole. The e o e we should pu mo e emphasis on heo ies on cons uc i e pedagogy which was c ea ed by Seymou Pape aking Piage ideas o cons uc i ism as a base. Acco ding o he cons uc i is app oach lea ning is an ac i e p ocess whe e he s uden o ganises new in o ma ion in hei cogni i e sys ems wi h he help o hei al eady acqui ed knowledge. Knowledge is no jus aken in bu i is c ea ed, cons uc ed. Ea lie acqui ed knowledge plays a basic ole. In he cons uc ing lea ning app oach e ela ions in connec ion wi h lea ning ex also appea and ac ion akes a basic ole. The inal esul o lea ning is an applicable knowledge, s uc u es which can con ol ou ac ions and in a b oade sense i is he de elopmen o he cha ac e . In he cons uc i is pedagogy he eache s’ ole is di e en . Ea lie hey we e he only ansmi e o knowledge. In he cons uc i is lea ning app oach he ollowing oles a e s onge : • The eache coope a es wi h he child en. • He is no only a ansmi e o knowledge bu a he pa o he lea ning p ocess, i s mas e mind. • Makes s uden s ind ou and connec in o ma ion. • Applies se e al in e ac i e echniques. • Uses a lo o isual aids and help he s uden disco e in o ma ion indi idually. The p ojec me hod is a lea ning p ocess which s a s om he whole and he de ails a e assigned o i . The p ojec makes s uden s o sum up hei knowledge ela ed o a pa icula opic so i is an in eg a ed app oach. I encou ages s uden o wo k indi idually and in g oups. Ideas suppo ing he p ojec me hod: • S uden s’ mo i a ion is enhanced. • Imp o es imagina ion and a i ude o wo k. • Helps p oblem sol ing. • Gi es sel con idence and imp o es communica ion skills. • De elops c ea i i y. • Helps induc i e lea ning. • Shows new me hods o s uden s. • Teaches how o wo k in a eam. • Teache s uden ela ionship changes. • I makes con ac wi h he en i onmen . Acco ding o Bell (2002): The in e ac i e whi eboa d is an excellen ool o he cons uc i is educa o . The abo e ideas can be well adop ed in a lesson held in an in e ac i e en i onmen . Fu he mo e he pedagogy o ac ion also comes o he on , since he new de ices o e new possibili ies o his lea ning app oach. These e o m pedagogical mo emen s appea ed a he u n o he 19 h and 20 h cen u ies. In his app oach he child en a e no only passi e ecipien s o in o ma ion bu hey a e ac i e people in e ac ing wi h hei en i onmen who de elop as esul o his in e ac ion. The e o m pedagogical app oaches c ea e he idea o he ac i e independen child. The heo is o e o m pedagogy especially John Dewey and Edoua d Clapa ède de eloped he p ocess o induc i e pedagogy. The main idea o his p ocess is ha he s uden disco e s knowledge independen ly by doing expe imen s and esea ches and d awing he consequences. Induc i e lea ning can be enhanced by home assignmen s, es s and p ojec s since mos o he s uden s ha e go a compu e and in e ne connec ion (i is suppo ed below su ey). By assigning asks o be made wi h he use o a compu e a home, we can imp o e s uden s’ c ea i i y as well. Ano he app oach ha migh be e e ed o in connec ion wi h he new de ice is sensual pedagogy. S uden s and he in e ac i e whi eboa ds 31 Volume 4 Numbe 2-3, 2011 In he cen e o Johannes Amos Comenius’s sensual pedagogy is demons a ion. Howe e demons a ion is no a me hod he e bu i is also he basic idea o acqui ing knowledge. Demons a ion o isualiza ion is used o make i possible o he s uden o mee he eal wo ld. The en i onmen has o a ec he child en h ough hei own senses. The eache s’ ask is o show he wo ld o he child en in he iches and ulles way wi h he use o di e en pedagogical de ices and me hods. The sensualis pedagogy has been an ex emely e ec i e pa adigm in he his o y o educa ion. T ansmi ing knowledge h ough he senses and expe iences, demons a ion he eache s ole, de eloping in dependence and aising in e es we e asks which needed solu ions and de ices. The IWB can be a e y use ul ool o demons a ion. Think o ma hema ics lessons whe e a eache can demons a e 3 dimensional shapes o in a biology lesson he inne s uc u e o human body may easily be isualized o expe imen s can be done in physics o chemis y lessons. To sum up i o e s possibili y o isualize hings which a e impossible o show wi h adi ional me hods. Since mos o he s uden s lea n isually, he IWB can help lo o s uden s in unde s anding and acqui ing knowledge. 3. The Teache -S uden ela ionship Owing o he ICT de ices a new dimension o eache s uden ela ionship may e ol e. Beyond he oppo uni ies o adi ional educa ion whe e he eache communica es wi h he s uden s only in he class oom, he sp ead o he in e ne and he compu e made i possible o he eache s o keep in ouch wi h hei s uden s ou side he class oom, h ough he in e ne . The s uden can use his new channel o ask o help a any ime i he eache is also open o use new echnologies. They can keep in ouch by e-mail, di e en messenge , Skype o wi hin g oups in communi y po s like Facebook, IWIW, My ip, Hi5 o hey may use di e en o ums o help each o he in sol ing hei ac ual p oblems. The mos popula social ne wo k si e among he eache is Facebook. They spend a lo o ime his online ne wo k ac i i ies. Facebook was launched in 2004 jus on Ha a d Uni e si y, bu nowadays e e ybody can egis a ion on i . Facebook p o ides a pe sonalized p o ile o he use while allowing o communica ion, in o ma ion sha ing, c ea ing a iends lis , pho o albums, o ming o applying o social in e es g oups, and di e en kinds o online games. In sho , as membe s o Facebook people can sha e hei pho os, send messages, cha , ag hemsel es o o he s on pho os, w i e on iends' walls, join g oups, c ea e new g oups, sha e ideas in g oup discussions, add kinds o applica ions, and play games in Facebook. Facebook has been accessed by millions o use s in a sho ime while becoming a pa o use s' daily li es. (Sacide G. M & Yasemin K. U., 2010) I could be use ulness in he educa ion o, Sacide G. M & Yasemin K. U., (2010) a e ound ha he educa ional use o Facebook has a signi ican posi i e ela ionship wi h i s use o communica ion, collabo a ion and esou ce o ma e ial sha ing, i is e ealed ha he h ee dimensions o Facebook's educa ional uses ha e app oxima ely equal dis ibu ions. Ano he possibili y is, when he eache sha es he ma e ial o he g oup wi h he help o an elec onic en i onmen he mos popula o which a e: Moodle, eLEMÉR, Quizle e c. 4. Me hods and esea ch ques ions - In e ac i e Whi eboa d among he s uden s In my esea ch I used quan i a i e and quali a i e me hods o s udy he expe ience o IWB usage. My main aim is o es ima e he s uden ’s a i ude while using he new educa ion ool. O he ques ions and aims: • Wha do hey use he compu e and he in e ne o and how o en? • Do hey use he IWB? I yes, how o en do hey use i and in which lessons? • Wha kind o posi i e and nega i e expe iences do hey ha e while using he IWB? 32 Pi oska Bi ó Ac a Didac ica Napocensia, ISSN 2065-1430 • Why do hey ind he IWB use ul? • Wha kind o new ICT o o he de ices do hey miss? Quali a i e da a: case s udies, obse a ions, in e iews Quan i a i e es : ques ionnai es abou s uden s’ a i ude abou using IWB a seconda y and p ima y schools. S a is ical analysis: da a p ocessing wi h using SPSS and Mic oso Excel. 5. Resul s – Analysis o S uden Su ey 5.1. Da a collec ion and analysis I made a su ey in which I asked 618 s uden s om p ima y and seconda y schools in Deb ecen. The a e age age o he s uden s in he sample is 14. I we ha e a look a he gende s, we can see ha 53% o he s uden s a e gi ls and 47% a e boys. Mos (80%) o he s uden s who illed in he su ey a end p ima y school and he es o hem a end seconda y school. 5.2. The pu pose s uden s use he compu e o Mos s uden s, 96% use he compu e e e y day and only 4% o hem do no use i a all. In my opinion his 4% can ep esen he younge pupils o hose who canno a o d o ha e a compu e a home. They use he in e ne less han he compu e , bu i also shows a g owing endency so 84% o he s uden s use he in e ne e e y day. They use he in e ne h ee hou s a day on a e age. Figu e 1. Using compu e The abo e diag am gi es us mo e de ailed pic u e o wha s uden s use he compu e /in e ne o . The highes columns a e he ollowing: lis ening o music, which can be he esul o he di e en ideo sha ing websi es such as he bigges one: YouTube whe e lis ene s can each almos e e y new hi / ideo. As we know music plays a e y impo an ole in eenage s’ li e. Besides hese popula si es he second a ou i e is playing online games. Un o una ely, I ha e o men ion he dange s o addic ion o games which is a eal p oblem a his age since mo e and mo e child en all in o he ap o compu e games. The o iginal ou doo games o example: oo ball, s a egy games and eam games S uden s and he in e ac i e whi eboa ds 33 Volume 4 Numbe 2-3, 2011 a e eplaced by hei digi al e sions and young s uden s spend a lo o ime si ing in on o hei compu e s. The nex ou s anding alues a e eading e-mails, su ing he ne e c. Su ing he ne can also mean a eal dange o he s uden s since no all in o ma ion is alid and a his age pupils a e mo e c edulous, hey canno make a di e ence be ween he ue and w ong con en . A posi i e ac o see ha 40% o he s uden s asked used he in e ne o lea ning and his alue also shows a g owing endency. The e o e i is e y impo an o help he s uden s o be able o selec he igh in o ma ion and con en and he eache s can gi e a g ea guidance in i and mo i a e hei s uden s o isi he p ope si es a home as well. S uden s can de elop hei knowledge and skills while using he compu e . 36% o he pupils in he sample use he compu e o do hei homewo k and o w i e hei essays. In he ollowing pa I wan ed o ind ou i he e is a connec ion be ween he abo e cus oms o compu e use and a gende di e ences. My i s hypo hesis ha he gi ls play less was suppo ed. As we can see in he able below he e is a signi ican di e ence be ween he wo g oups. C oss ab Coun Games 0 1 To al Boys 29 262 291 Gende Gi ls 135 192 327 To al 164 454 618 Chi-Squa e Tes s Value d Asymp. Sig. (2- sided) Exac Sig. (2- sided) Exac Sig. (1- sided) Pea son Chi-Squa e 77,471a 1 ,000 Con inui y Co ec ionb 75,873 1,000 Likelihood Ra io 83,061 1,000 Fishe 's Exac Tes ,000 ,000 Linea -by-Linea Associa ion 77,346 1,000 N o Valid Cases 618 Figu e 2: Gende s and Games The e is also signi ican di e ence in he co ela ion age and games. Younge gene a ion play games mo e o en. ANOVA Age and games Sum o Squa es d Mean Squa e F Sig. Be ween G oups 219,968 1219,968 19,040 ,000 Wi hin G oups 7116,608 616 11,553 To al 7336,576 617 Figu e 3: Age and Games The e is ano he signi ican co ela ion be ween gende and ollowing: e-mail, image edi ing, doing homewo k, using a dic iona y and lis ening o music. 34 Pi oska Bi ó Ac a Didac ica Napocensia, ISSN 2065-1430 The nex ques ion was abou he websi es mos o en used. The s uden s had o indica e hem acco ding o he ollowing ca ego ies and you can see he a ou i es below: • Social ne wo k si es: Facebook, IWIW, MyVip, Hi5 • B owsing, su ing he ne : Google, YouTube, S a lap, Wiki • E-mail, co espondence: F eemail, Gmail, Ci omail, Msn, Yahoo • O he popula si es: Index, Hon oglalo, games, e c. 5.3. Using In e ac i e Whi eboa d  Figu e 4: Using IWB The main ques ion o my esea ch is using he IWB. 60% o he s uden s in he sample answe ed ha hey used he IWB in hei lessons. The es o he s uden s, which means 40%, said ha he e is no IWB in he school o he eache s do no use i . The mos equen answe o he s uden s shows ha he eache uses IWB 2-3 imes a week. 5.4. S uden s’ a i ude I am going o quo e some o he s uden s’ posi i e and nega i e opinion on he IWB. Posi i e answe s o he ques ion whe he hey ind he IWB use ul in classes. • i is easie o acqui e he ma e ial and i gi es a g ea help o unde s and he subjec , so ou school achie emen is be e and i also helps us o lea n o use he compu e • i is mo e spec acula , easie o lea n wi h i • i makes he lessons mo e in e es ing and demons a i e, lessons a e no so bo ing • we do no ha e o make ou he eache 's w i ing • we do no use chalks, we can sa e he ma e ial, i makes lea ning easy • i p o ides a good p ac ice o ce ain ma e ials • i is clea e and i is easie o unde s and • i makes he lessons mo e in e es ing, i is easie o demons a e he asks and we can unde s and hem easie • he eache s ha e o explain and w i e less • he a mosphe e is mo e elaxed and he lesson is coole and i some in o ma ion is missing om he book, we can look o i on he in e ne • we can lea n a lo wi h i , I hink i is use ul and some imes we use i in g oups • i is easy o co ec mis akes, i is mo e in e es ing and enjoyable han an a e age lesson, he ma e ials can be used again and again and wi h he help o he pic u es, sound e ec s and c osswo ds he lessons a e mo e un • i is good un and we can lea n easily and we can lea n in a play ul way • i helps o de elop ou knowledge a lo S uden s and he in e ac i e whi eboa ds 35 Volume 4 Numbe 2-3, 2011 • i helps a lo in lea ning, s uden s pay mo e a en ion o he lesson • we unde s and he ma e ial be e and ou p og ess is quicke • i is easy, simple, quick and joy ul o use i • i is easie o he eache o es he s uden s • easie , mo e enjoyable, mo e exci ing, mo e use ul and i is ull o eeling • i is mo e in e es ing and a ac i e • i makes he p ocess o lea ning quicke • lea ning is mo e play ul • lea ning is no so bo ing • i is easie o he eache s o each and mo e demons a i e • he eache s do no was e he chalk • i is be e han he blackboa d • he eache s ha e o dic a e less, he eache s ha e o w i e less Summa y As we can see om he abo e men ioned opinions, s uden s sum up he mos impo an ad an ages o he IWB e y well. Based on hei posi i e eac ions hey app ecia e he new equipmen since i makes he lessons mo e in e es ing, mo e enjoyable, mo e un and easie o unde s and he ma e ial. S uden s a e mo e mo i a ed and mo e in e es ed in he ma e ial which sugges s ha hey will deal wi h i a home, hey will sea ch o in o ma ion on he in e ne , he in e ne helps hem o enjoy he p ocess o lea ning as hey a e keen on digi al o m and i does no seem o be d y, hey eel ha lea ning is un o hem. Nega i e opinions • no e e ybody can see he IWB e y well • i is ha d o w i e wi h he special pen • we can do he same wi h he blackboa d • i can dis ac he a en ion om he main poin o he lesson • we do no use i a school and we can do wi hou i • e e y hing we ha e o know is in he books and he eache s explain e e y hing, so i is jus a was e o money • al hough i was no used ea lie , science de eloped, hey could do he asks wi hou i in he pas as well • simple de ices a e pe ec o me • in case o a echnical p oblem we canno ha e he lesson • i should no be used e e y day because he adi ional hand-w i ing de elops he child en • no e e ybody is able o use i • ou p og ess wi h he ma e ial akes mo e ime • i akes a lo o ime o swi ch i on • eache s a e no well p epa ed o he lessons, we go on wi h he ma e ial oo as and ou eache s do no explain clea ly • i is useless because he books also demons a e he lessons • i akes a lo o ime • i dis ac s he s uden s' a en ion • i was es a lo o cu en • i mo i a es child en o be addic ed o compu e s • I like playing o ime wi h cleaning he blackboa d • I hink i has no sense, i does no ca ch me, i is bo ing and we use i all he ime • eache s a e no well p epa ed so hey spend a lo o ime sea ching • I do no know wha i is 36 Pi oska Bi ó Ac a Didac ica Napocensia, ISSN 2065-1430 Summa y The opinions show ha s uden s mos ly complain abou echnical p oblems, hey do no like when IWB does no wo k p ope ly bu i he boa d is ins alled p ope ly echnical p oblems can be elimina ed. Ano he p oblem hey men ion is he inadequa e skills o eache s o use he IWB. I can be explained by he ac ha IWBs ha e been a ound only o a sho ime and eache s a e s ill ge ing used o hem. I akes ime o hem o become p o icien and handle echnical p oblems easily when hey a ouse. When he IWB goes w ong he e is less ime in he lesson o acqui e he ma e ial which unde s andably makes he s uden s upse he e o e he eache should p epa e o such si ua ion. I is also impo an o he eache o ind a balance be ween he adi ional me hods and he mode n ones in ol ing compu e s and he IWB. I is no necessa y o use he new de ices in e e y lesson, he wo me hods should be mixed. 5.5. The eache s' p epa edness/a i ude o IWB acco ding o he s uden s I asked he s uden s abou hei eache s' a i ude. How hey ecei e he new ICT de ices? A e hey p epa ed o use i ? The opinions which I ecei ed can be di ided in o h ee bigge ca ego ies. The i s g oups’ opinion can be cha ac e ized as comple ely posi i e and hey a e sa is ied. • he eache s a e e y well p epa ed • hose eache s who need he IWB a e compe en in using i • hey a e well p epa ed • in ou school all he eache s a e eady o lea n and hey p epa e o hei new asks in a sho ime • a e aining hem hey can use i qui e well • hey a e e y skilled • absolu ely well p epa ed • almos all o hem a e p epa ed bu i can be said easily i some o hem did no a end he aining • pe ec ly p epa ed • a lo o eache s can handle he ICT de ices bu hose who canno could lea n i easily • hey can use he IWB and hey can explain he exe cises e y well wi h i s help • in my opinion 80% o he eache s can handle i and he o he s y o unde s and he mys e ies o mode n echniques In he second g oup you can see hose s uden s opinion who a e no comple ely sa is ied wi h he eache s’ p epa edness and hey explain he lack wi h he age o he eache s. In his case s uden s o en help hei eache s o sol e echnical p oblems. • hose eache s who g adua ed long ime ago canno use ICT de ices e y well bu i is no a p oblem o he younge gene a ion o eache s • hey a e use o i , hey know i • olde eache s a e less p epa ed han he younge ones • hey a e no well p epa ed a all, we ha e o help o u n on he ideo al hough i is no mode n equipmen , bu he e a e excep ions • some o he eache s can use i well bu o he s know no hing abou i • some eache s a e no p epa ed so he s uden s had o help hem • i depends on he eache , some o hem can use i , some o hem can no • he younge eache s ge on wi h i be e • no all o he eache s can use he in e ne , so we help hem • I hink only he IT and ma h eache s can use i bu ou headmas e always has p oblems wi h i , so hal o he lessons a e no ac i e • a iable • olde eache s ha e some p oblems wi h ICT de ices S uden s and he in e ac i e whi eboa ds 37 Volume 4 Numbe 2-3, 2011 • mos o hem a e p epa ed bu he e a e some less p epa ed. Some o hem ask o ou help, because we know i be e . The hi d ca ego y shows he nega i e opinions. In his ca ego y he s uden s c i icized he eache s' p epa edness and echnical knowledge. • hose eache s who a e unable o use IWB should no swi ch i on a all • hey a e no compe en • some o hem do no wan o use i • hey used o he adi ional de ices so hey a e no p epa ed enough o use hese mode n de ices • hey a e no skilled in i • some o he eache s do no e en swi ch i on • he e a e some eache s who a e almos unable o use i • hey a e no p epa ed Summa y Acco ding o he s uden s mos o he eache s a e eady o use he ICT de ices bu o cou se he e a e some young eache s who s uggle wi h some p oblems du ing he i s ew lessons since hey do no ha e any expe ience and hei IT knowledge is no su icien . Some imes he eache s and he s uden s coope a e o sol e he echnical p oblems. In Hunga y he usage o IWB is s ill a an ea ly s age and he eache s need ime o be able o handle i con iden ly. 5.6. Fu u e ideas abou he new class oom The ollowing opinions ep esen wha ICT de ices s uden s miss om he class oom: • hey would like o ha e hei own lap op in each class oom • mo e mode n ICT de ices • equipmen needed o expe imen s • in e ac i e educa ion p og ams • documen a ies and all kinds o p ac ical de ices • piano, new benches • chalks, p in pape s, maps, compu e s and mo e spo s equipmen • IWB, o ice chai s, li , pool, own lap op o e e yone, plasma TV, es au an , gym and e en mo e IWBs, new benches and chai s • ea phones and be e compu e o language lessons • ideos • which help o unde s and and lea n he ma e ial and dic aphone • p ojec o o e e y class oom • IWB o e e y class oom Summa y To sum up s uden s would like o wo k wi h a lap op in each lesson and hey wan o ha e and IWB which is connec ed o hei compu e s in e e y class oom. They also wish o ha e mo e ICT de ices and digi al ma e ial and mo e mode n educa ional equipmen . 6. Fu u e implemen a ions We will ind mo e ICT de ices in he class oom o he u u e owing o a p ojec h ough which lo o Hunga ian schools will ge new IWBs and eache s a e now aking pa in specials ainings o lea n how o use he de ice. I is e y impo an o eache s o coope a e and help each o he , especially in he beginning. Beside he IWB o he supplemen s will also be dis ibu ed o help he eache s’ wo k. Among hese de ices a e he o ing sys ems which help quick and p omp eedback and documen came as, which acili a e digi aliza ion and enla gemen . The e a e di e en audio de ices o p oduce sound o app op ia e quali y.