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Abstract

Without doubt, the interactive whiteboard (IWB) has become a popular educational tool in Saudi schools. The IWB is a large touchscreen that permits users to interact with digital content, either via an ordinary computer or a projector. At present, the specialised utilities of IWBs are seldom leveraged to augment learning at secondary school level. This is particularly evident at secondary school in physics lessons. This research explores how teachers in a public secondary school setting use Algodoo with the IWB to teach physics and evaluates their perceptions of its benefits. The research employs a qualitative case study method to reveal teachers' experiences of the processes of lesson preparation, lesson planning and implementation of lessons utilising Algodoo software with the IWB. The data was collected through interviews and observations via Skype. The conceptual approach of activity theory was applied to the data analysis. It emerged that students become more interactive during lessons when teachers use the Algodoo programme, and that it enhances learning. Moreover, Algodoo affords students an opportunity to participate in the lesson. However, it was apparent that teachers' confidence and mastery of Algodoo used with the IWB play a significant role in the effectiveness of the tool. Consequently, it is proposed that training courses for teachers should be provided when introducing new technology to the classroom. This research is a useful resource for other IWBrelated studies and will contribute to the efficacious application of modern technologies within Saudi educational contexts.