Contextual Factors Relevant to Elementary Teachers Using Interactive Whiteboards in Mathematics Classroom Discourse

Autor/inn/en	Lopez, Omar; Krockover, Cheri
Titel	Contextual Factors Relevant to Elementary Teachers Using Interactive Whiteboards in Mathematics Classroom Discourse
Quelle	In: Journal of Interactive Learning Research, 25 (2014) 3, S.405-426 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Elementary School Teachers; Bulletin Boards; Visual Aids; Educational Equipment; Educational Technology; Interactive Video; Mathematics Instruction; Teacher Competencies; Educational Practices; Correlation; Lesson Plans; Self Efficacy; Questionnaires; Texas + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wandzeitung; Anschauungsmaterial; Ausrüstung; Unterrichtsmedien; Interaktives Video; Mathematics lessons; Mathematikunterricht; Lehrkunst; Bildungspraxis; Korrelation; Lesson planning; Unterrichtsplanung; Self-efficacy; Selbstwirksamkeit; Fragebogen
Abstract	This study contributes to the literature by examining in more detail the correlations among contextual factors defined by the teachers' technical confidence, lesson planning skills, and the extent of IWB usage in mathematics classroom discourse. The sample for the current study consisted of 134 elementary school teachers in grades K-5 using interactive whiteboards (IWB) with their math lessons. A questionnaire consisting of 17 items measured the teachers' perceptions related to their technical competency in using the IWB, skills in planning IWB-based lessons, and observations of students' engagement, behavior, and achievement based on using the IWB in mathematics classroom discourse. The findings suggest that teachers' technical confidence in using the IWB does matter with regard to planning IWB-based lessons and to engaging students in the classroom. The findings also suggest that the teachers' skills in planning IWB-based lessons matters to students' engagement and behavior in mathematics classroom discourse. Lastly, the findings recommend concurrent high use of the IWB among teacher and students in classroom discourse if the goal is to maximize IWB student effects. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10