ICT in the classroom: Primary education student teachers’ perceptions of the interactive whiteboard during the teaching practicum

Olivares, Daniela; Castillo, Rodrigo R.

doi:10.1007/s10639-018-9716-4

Cited by 19 publications

(20 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, schools with an IWB went through a few years' technology assimilation, but the fact that teachers are optimistic gives us a chance for Science modernisation. Technology is changing rapidly and teachers are facing the difficult task of preparing themselves to the digital world in which all schools need to enable students to live in a technologically developed environment (Olivares andCastillo, 2018, 2320).…”

Section: Resultsmentioning

confidence: 99%

“…In view of this, teachers need to be actively involved in changing their own methodological paradigm to make the most of ICT and IWB (Habeeb, 2018, 37;Grimalt-Álvaro etal., 2019, 34). The teacher should be able to discover what interactive possibilities this technological tool offers, thereby generating a more interactive pedagogy within their traditional methods (Olivares andCastillo, 2018, 2320). The study conducted by Stroud et al (2014, 44) noted the paradox of the use of IWB for traditional lessons, which showed that most of the science lesson were performed with diverse IWB tools, although most of the time the teachers used tools as manipulating texts and presentations that supported teacher-focused interaction.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

IWB integration in the school subject Science

Kovačić

Čović

2022

Metod. ogl. (Online)

View full text Add to dashboard Cite

This study investigates the integration of the interactive whiteboard (IWB) into Science teaching during the primary educational cycle and teachers’ perceptions about the use of the information and communication technology (ICT) in the school subject Science. An online questionnaire was distributed to Croatian schools in 2015/2016. A total of 104 teachers expressed their perceptions, 65 of them were from schools without an IWB, while the remaining 39 responded to our online questionnaire from schools with an implemented IWB. The results indicate the higher usage of ICT in schools with an IWB compared to schools without an IWB. Teachers use IWBs and computers mostly once or twice per week and DVDs once per week. Additional results pointed to the positive teachers’ perceptions on technology in linking student motivation to outcome levels in science. The findings reveal the constant education focused on IWB integration, and internet and technical support as a starting point for an innovative practice in science. Future studies are directed to the investigation of the use of technology in all schools in the Republic of Croatia.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

IWB integration in the school subject Science

Kovačić

Čović

2022

Metod. ogl. (Online)

View full text Add to dashboard Cite

show abstract

“…Teachers' perceptions of ICT use in learning have been widely studied (Dong, 2018;Kennah, 2016;Olivares & Castillo, 2018;Suliman, 2017), while only a few researchers paid attention to the teacher's views on the use of manipulative tools. All limitations experienced by mathematics teachers in marginal regions affect the perception of using manipulative tools in learning mathematics.…”

Section: Introductionmentioning

confidence: 99%

Marginal Regions Mathematics Teachers’ Perception of the Use of Manipulative Tools

Perbowo

Lestari

Ulfah

et al. 2021

KJPM

View full text Add to dashboard Cite

Manipulative tool is one of the learning media most likely to be used by teachers, including those in marginal regions. This study aimed to determine the perception of mathematics teachers in marginal regions toward using manipulative tools as learning media. This study used surveys designed with two domains: the use of manipulative tools as learning media and the importance of manipulative tools as learning media. The sample for this study comprised 81 teachers who were either currently teaching or had previously taught at the elementary, middle, and high school levels in marginal regions. This study found that the manipulative tools mostly used by mathematics teachers in marginal regions are objects obtained from the surrounding environment (used cans, paperboard, coins, rulers, stones, and sticks). This study revealed that the mathematics teacher's perception of manipulative tools as learning media and the importance of manipulative tools as learning media are generally in the medium category.

show abstract

“…Associated studies have proven that interactive whiteboards with the interactive features will attract students' attention and increase concentration. Some studies (Olivares and Castillo, 2018) indicated that interactive whiteboards strengthen students' motivation in learning. The teachers' attitudes and technological skills effects motivation significantly (Tosuntaşa, Karadağa, and Orhanb, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…In recent years, the interactive whiteboard is a relatively new CAI tool introduced into classrooms. Researchers had found that many benefits of using them to develop into enhancing students learning experiences in the future (Olivares, Castillo, 2018). Wong, Teo, and Russo (2013) further indicates that providing proper training is the best significant way to help teachers to successfully use interactive whiteboards in their classrooms.…”

Section: Introductionmentioning

confidence: 99%

The Application of Meta-Analytic SEM on Exploring Factors that Influence Teachers’ Usage of Interactive Whiteboard

Lai

2019

PEDAGOGICAL RES

View full text Add to dashboard Cite

Background: Interactive whiteboard (IWB) is an important tool in computer-assisted instruction (CAI). Interactive whiteboard is an electronic instructional and interactive technology designed by use for teachers. Some studies declare that teachers' behaviors in using interactive whiteboard only be infected by perceived usefulness, for teachers are a relatively profession. Material and methods: This paper integrated the 27 studies that used technology acceptance model (TAM) with meta-analytic structural equation modelling (Meta-Analytic SEM). Results: The estimate of perceived usefulness (PU) to Perceived ease of use (PEOU) is 0.585 (p-value<0.001). The estimate of PU to attitude (ATT) is 0.693 (p-value<0.001). The estimate of PU to behavioral intentions (BI) is 0.573 (p-value<0.001). The estimate of PEOU to ATT is 0.663 (p-value<0.001). The estimate of PEOU to BI is 0.549 (p-value<0.001). The estimate of ATT to BI is 0.663 (p-value<0.001). Conclusions: PEOU has a positive effect on PU and ATT toward using interactive whiteboard. PU has a positive effect on attitude toward using interactive whiteboard and BI to use interactive whiteboard. Attitude toward using interactive whiteboard has a positive effect on and BI to use interactive whiteboard.

show abstract

ICT in the classroom: Primary education student teachers’ perceptions of the interactive whiteboard during the teaching practicum

Cited by 19 publications

References 6 publications

IWB integration in the school subject Science

IWB integration in the school subject Science

Marginal Regions Mathematics Teachers’ Perception of the Use of Manipulative Tools

The Application of Meta-Analytic SEM on Exploring Factors that Influence Teachers’ Usage of Interactive Whiteboard

Contact Info

Product

Resources

About