Interactive whiteboard use in elementary education : How to support teachers to improve their education, using the interactive whiteboard

Beestman, Linda (2014) Interactive whiteboard use in elementary education : How to support teachers to improve their education, using the interactive whiteboard.

Abstract:The Interactive Whiteboard (IWB) is a widely used Information and communication technologies (ICT) device in the Dutch primary education which has a lot of possibilities to add value to education. Unfortunately not all the features of the IWB are being used by Dutch elementary teachers. This means that the potential added value of the IWB for education is not being achieved. First-order barriers, extrinsic reasons like using technology and time, are indicated in the past as the greatest reason for the above-mentioned. There is however, a lack of research on second-order barriers for example intrinsic reasons such as knowledge and attitude regarding the IWB. There is a need for IWB teacher support, and information on the second-order barriers can be valuable for the development of this support. Therefore, the goal of this study was: (1) to indicate the influence of second-order barriers on IWB use of teachers and, (2) to indicate the needs of support by teachers to improve their IWB use and gain added value from the IWB This is done through a mixed methods study with two different parts; the first one was a quantitative survey which measured how teachers (N=393) use the IWB and how second-order barriers influence their IWB use. The results of the survey indicated that Dutch elementary teachers already use the IWB regularly in their education. However, they are not aware of all the features just yet. The best predictor for IWB use is the knowledge of how to integrate technology, and content in a pedagogically responsible way into a lesson as measured by the TPACK model of Koehler and Mishra (2009). How to improve the knowledge of teachers was measured in the second part of this study, the focus groups. Participants (N=29) indicated that all of the integrated parts of the TPACK model (Koehler & Mishra, 2009) are necessary to learn. However, the emphasis of the training for novice IWB users should be on integrating content and technology. The emphasis for experienced IWB users should be on integrating pedagogy with technology. Dutch elementary teachers like to learn this in training with a practical assignment in which they create a lesson that is ready to use. During the training they need support of an expert, who introduces the basics in an enthusiastic way, and is able to answer questions during the assignment.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:54 computer science, 81 education, teaching
Programme:Educational Science and Technology MSc (60023)
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