| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 348660 | Computers & Education | 2012 | 8 Pages |
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.
► This study aims to investigate the views of primary students about IWB use. ► Research was designed as an empirical approach to phenomenology. ► Data collected from 50 primary students (fourth to eighth) with focus group interviews. ► Students like IWBs as a presentation tool but uncomfortable with technical problems. ► Though underutilized, students believe IWBs positively impact their learning.
