Measuring Perceived Attributes of the Interactive Whiteboard for the Mathematics Class

Autor/inn/en	Erdener, Kevser; Perkmen, Serkan; Shelley, Mack; Ali Kandemir, Mehmet
Titel	Measuring Perceived Attributes of the Interactive Whiteboard for the Mathematics Class
Quelle	In: Computers in the Schools, 39 (2022) 1, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Erdener, Kevser)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2022.2037294
Schlagwörter	Test Construction; Mathematics Instruction; Foreign Countries; Educational Technology; Middle School Students; High School Students; Interactive Video; Electronic Learning; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Test Validity; Test Reliability; Turkey + Suchen Sie Ihr Suchwort? Testaufbau; Mathematics lessons; Mathematikunterricht; Ausland; Unterrichtsmedien; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Interaktives Video; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Testvalidität; Testreliabilität; Türkei
Abstract	The main purpose of the current study was to develop and validate a scale of perceived attributes of the interactive whiteboard (IW) for the mathematics class. Rogers' Diffusion of Innovations Theory served as the theoretical framework. Two groups of participants in Turkey were employed in this study. The first group consisted of 350 middle school students (177 female, 173 male). The second group consisted of 557 high school students (288 female, 269 male). The results of confirmatory factor analysis supported construct validity. However, not enough evidence was available to support its convergent and discriminant validity. The results of multigroup analysis supported measurement invariance across two schools--one middle school and one high school. The perceptions of students toward IW were generally positive. We believe that the scale developed for this study can be used in schools in which IW has been implemented and may contribute to educational technology reform efforts by providing metrics for the degree of success in implementing IW specifically and possibly other forms of instructional technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01