Honeymoon with IWBs: A Qualitative Insight in Primary Students' Views on Instruction with Interactive Whiteboard

Autor/inn/en	Sad, Suleyman Nihat; Ozhan, Ugur
Titel	Honeymoon with IWBs: A Qualitative Insight in Primary Students' Views on Instruction with Interactive Whiteboard
Quelle	In: Computers & Education, 59 (2012) 4, S.1184-1191 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.05.010
Schlagwörter	Phenomenology; Elementary School Students; Student Attitudes; Educational Needs; Computer Assisted Instruction; Educational Technology; Technology Integration; Instructional Effectiveness; Visual Aids; Qualitative Research; Data Analysis; Focus Groups; Interviews; Teaching Methods + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; Educational need; Bildungsbedarf; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Unterrichtserfolg; Anschauungsmaterial; Qualitative Forschung; Auswertung; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode
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. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10