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Interactive White Board Usage for Today and Tomorrow: A Snapshot from a Midwestern K-12 Teacher Preparation Program
PROCEEDING

, , Bemidji State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Technology impacts our k-12 learners in their current classrooms and beyond. Teachers in k-12 classrooms need to be prepared to use technology appropriately with students as they enter the profession. Interactive white boards (IWBs) have taken on a prominent role in education replacing traditional white boards and chalkboards and require more skills and strategies to use them effectively with k-12 learners. In this study conducted by professors in a Midwestern university hybrid teacher education program, k-12 teacher candidates seeking a teaching license responded to an electronic questionnaire. The questionnaire was used to gather information on how IWBs are being used in k-12 classroom and how prepared they feel to use IWBs with their k-12 learners. The major findings for this study include: a.) most k-12 classrooms have an IWB in the classroom (85%), b.) most k-12 teachers use IWBs interactively with k-12 learners (61%), c.) few k-12 teacher candidates discussed how to use IWBs with k-12 learners in their university classes (10%), and d.) less than half of the teacher candidates reported feeling prepared for teaching with IWBs (41%).

Citation

Pesek, J. & Krall, L. (2019). Interactive White Board Usage for Today and Tomorrow: A Snapshot from a Midwestern K-12 Teacher Preparation Program. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2005-2011). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2019 from .