Teachers’ perceptions and beliefs on the use of the Interactive Whiteboard (IWB) in Primary Education

Christoforou, Soteroula (2013) Teachers’ perceptions and beliefs on the use of the Interactive Whiteboard (IWB) in Primary Education. [Dissertation (University of Nottingham only)] (Unpublished)

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The Interactive Whiteboard (IWB) is a recent innovation in the Cyprus educational field. Despite their massive adoption in schools, many teachers eventually refuse to integrate their use in their teaching; something that might lead to a failed innovation. Since the IWB’s first implementation in Cyprus schools, there has been little evidence on the teachers’ perceptions about the use of IWBs in class.

Previous research studies in the field revealed teachers’ perceptions and beliefs as a main barrier to the successful integration of Information and Communication Technologies (ICT) in the educational domain. Based on their perceptions, educators might choose whether to adopt or not specific ICT means in their teaching. Therefore, this study provides an insight on the Cypriot teachers’ perceptions in regard to the use of IWBs in education and factors that might affect their integration in schools.

Ten active primary teachers, of whom some use and others do not an IWB in their teaching, participate in this study. Q methodology was used to reveal their perceptions, asking them to sort along a distribution board 35 statements related to the topic. Supportive interviews were conducted to examine possible factors that contributed to the development of each participant’s beliefs respectively.

The factor analysis produced only one statistically independent factor, indicating, therefore, that the majority of participants share common beliefs on the use of the IWB in the Cyprus education system. Nine participants were loading significantly in this factor and were extremely positive towards the IWB’s impact on teaching and

learning. Based on their positive attitudes, they were named as ‘Positive Supporters’ of IWBs.

Teaching experience and confidence with the tool did not seem to contribute in shaping those perceptions, as participants related to this group have different confidence level and teaching experience. However, familiarity and experience with the IWB was indicated as a highly possible factor to affect their confidence working with this particular tool. In addition, limited accessibility and availability of IWBs in schools was highlighted as the prior reason for teachers’ aloofness to implement the IWB in their teaching, while teachers’ perceptions do not seem to highly affect the integration of IWBs in Cypriot education.

Item Type: Dissertation (University of Nottingham only)
Keywords: Interactive Whiteboard; IWB; Primary Education; Cyprus
Depositing User: EP, Services
Date Deposited: 22 Oct 2013 12:36
Last Modified: 28 Sep 2016 08:36
URI: http://eprints.nottingham.ac.uk/id/eprint/26982

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