Date of Conferral
Student learning for the 21st century requires innovative teaching techniques. Often, many teachers are unaware of how they can integrate innovative teaching, especially using interactive whiteboards (IWBs), to develop curricula and facilitate student learning in order to develop their advanced knowledge and skills needed in the future. The purpose of this qualitative case study was to examine how U.S. elementary public school teachers use and perceive IWBs. Rogers' theory of diffusion and innovation, Davis's technology acceptance model, and Ajzen's theory of planned behavior provided a conceptual framework for the study. The research questions focused on elementary teachers'experiences and perceptions of IWBs and integrating this technology in their classrooms. Nine teachers who used IWBs in their pedagogical practices for at least a year were selected as the criteria for this study. They were administered 2 interviews over Skype or phone and their lesson plan snapshots were collected. To identify patterns and themes, the data were examined and coded using the Dedoose software. Themes on teachers' experiences consisted of developing lessons with IWBs, teaching with IWBs, and assessing with IWBs. Themes on teachers' perceptions were a productive integration of IWBs, pedagogical practices, issues with IWBs, and school support. Overall, participants had positive attitudes towards IWBs and considered them beneficial, though they identified the need for professional development, additional planning time for developing new lessons, consistent technology support, and upgrades of the technology. The social change implications of this research encompass teachers productive practice for integrating advanced technologies to support 21st century learning.
Samsonova, Olga, "Understanding Elementary Teachers' Experiences and Views Using Interactive Whiteboards for Pedagogical Practices" (2017). Walden Dissertations and Doctoral Studies. 4325.