Elementary Teachers’ Uses and Perceptions of Interactive Whiteboards for Instruction

Abstract

This research examines several public school teachers' perceptions and usage of interactive whiteboards (IWBs). The study was conducted using the conceptual framework of Roger's (2003) theory of diffusion and innovation, Davis' (1989) technology acceptance model and Ajzen's (1991) theory of planned behavior. Nine public school elementary teachers who used IWB technology in their classrooms for a full academic year were selected as the participants for this research study. The data were collected using two interviews over Skype or phone in conjunction with an analysis of lesson plans snapshots. The teachers' experiences were classified according to lesson development with IWBs, teaching using IWBs, and assessing students with IWBs. The teacher's perceptions were categorized as the successful integration of IWBs, pedagogical practices with IWBs, general issues with IWBs, and school support. The study concluded that overall teachers have positive attitudes towards IWBs and see integrating technology as a beneficial aid in their pedagogical practices. In addition, the participants identified the need for professional development, extra planning time for new lessons development, consistent technical support, and upgrades to the technology as essential elements for the successful implementation of IWBs in the classrooms.

Perspectives of using Interactive Slides in ESL Classroom among Primary School English Language Teachers in Pasir Gudang

“…This is to meet 21st century learning that require teachers to bring them forward and adapt to the new educational standards and techniques. IS entails student centred learning where teachers play the role of facilitators and resource persons to provide students the opportunities to engage themselves (Samsonova, 2018). However, there are challenges for teachers to use IS in their lesson as revealed in our findings.…”

Teaching with Iwbs in Abu Dhabi Public Schools

“…Consequently, the researcher suggested the development of resources such as ready-made lessons and websites where teachers could download and post lessons to support the integration of IWBs into classrooms. Other similar findings were: (a) using IWB for differentiated learning since several learning styles can be addressed incorporating IWBs (Samsonova 2018;2019); (b) incorporating classroom management software in teaching (Samsonova, 2018); and (c) using IWBs for whole and small group interactions (Mellingsaeter & Bungum, 2015). IWBs might help to minimise teachertalking time, improving some student skills such as discussions and teamwork (Arpacık, Kurşun, & Göktaş, 2018).…”

“…However, educators with more than 15 years of experience hold firmer positive beliefs than teachers with five years of experience. Lecturers holding higher degrees, such as MA or Ph.D., tend to have more positive thoughts toward IWBs and use them more frequently than educators with lower education levels (Samsonova 2018;2019). It has been found that some teachers experienced problems related to a lack of pedagogical knowledge, issues with technical skills, and access to materials required for efficient IWB use (Korkmaz &Cakil, 2013).…”

“…Hence, the use of the IWBs provided for whole-class learning with the students' interactions where the teacher played the facilitator's role (Berson et al, 2014). Moreover, IWBs serve as instructional enrichments that facilitate active learning engagement in a learner-centred environment (Samsonova 2018;2019). Comparing traditional and innovative schools, De Koster, Volman, and Kuiper (2013) provided examples of the IWBs being used to support whole-class teaching with active students' role in controlling the classroom dialogue as well as the IWBs content.…”

“…The main contributors to this process are teachers who are responsible for linking the technology integration process to pedagogy. Thus, it is incredibly crucial to understand teachers' perceptions of the IWBs and provide them with support, training, and collaboration (Samsonova, 2018;2019). The present research investigates Abu Dhabi's public school teachers' perceptions and classroom practices with IWBs.…”