Teachers and Interactive White Boards: A Qualitative Investigation in the Margin of Technophobia

Autor/inn/en	Bardakci, Salih; Ünver, Tugba Kocadag
Titel	Teachers and Interactive White Boards: A Qualitative Investigation in the Margin of Technophobia
Quelle	In: Australian Educational Computing, 35 (2020) 1Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ünver, Tugba Kocadag)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0816-9020
Schlagwörter	Educational Technology; Visual Aids; Computer Attitudes; Technology Uses in Education; Foreign Countries; Self Efficacy; Technology Integration; Teachers; Intellectual Disciplines; Teacher Attitudes; Learner Engagement; Educational Theories; Turkey + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Anschauungsmaterial; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Self-efficacy; Selbstwirksamkeit; Lehrer; Lehrerin; Lehrende; Geisteswissenschaften; Lehrerverhalten; Educational theory; Theory of education; Bildungstheorie; Türkei
Abstract	This study aimed at investigating teachers' Interactive White Boards (IWB) integration in the margin of psychological model of technophobia (Brosnan, 1998). The data were collected by a questionnaire including nine open-ended questions and demographics. The study was conducted in qualitative approach. 80 teachers participated from different disciplines and regions of Turkey. According to results, teachers' meaning units assigned to usefulness, ease of use, self-efficacy and fun were more frequent than (f = 345) non-usefulness, difficulty of use, inefficacy, and anxiety (f = 217). The study emphasized a range of factors from diffusion of innovation and cultural aspects concerning the adoption of IWBs. (As Provided).
Anmerkungen	Australian Council for Computers in Education. P.O. Box 1255, Belconnen, ACT 2616, Australia. Tel: +61-3-9349-3733; Fax: +61-3-9349-5356; Web site: https://acce.edu.au/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01