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.
https://doi.org/10.26803/ijlter.17.8.2
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