Honeymoon with IWBs: A qualitative insight in primary students' views on instruction with interactive whiteboard |
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| Affiliation: | 1. Institute of Psychology, Department of Psychological Aging Research, Heidelberg University, 69115 Heidelberg, Germany;2. University of Education Heidelberg, 69121 Heidelberg, Germany;1. Department of Psychology, University of Vermont, Burlington, VT, USA;2. Department of Psychiatry, University of Vermont, Burlington, VT, USA |
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| Abstract: | The main purpose of this study was to investigate the views of primary students about interactive whiteboard IWB] use in their classes from attitudinal and pedagogical perspectives. Research was designed as an empirical approach to phenomenology. Data was collected from fifty primary students (fourth to eighth) through focus group interviews. Nvivo 9 qualitative data analysis software was used to analyze data. Results showed that students like instruction with IWB especially for such reasons/capabilities as practical and economical use, better visual presentation, and test-based use. Students were predominantly uncomfortable with the technical problems. They believed that instruction with IWB positively impacted their learning especially because of visualization and contextualization, effective presentation, test-based use, and motivational factors. Finally it was inferred that IWBs were not used to their full potential, and both technical problems and common practices indicated that teachers were still at an initial stage of transmission to instruction with IWB and they needed both technical and pedagogical training. |
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