Do Interactive Whiteboards enrich teaching at schools in Hamburg?
Jonas Hilbert, Silke Günther, Alexander Unger, University of Hamburg, UHH, Germany
EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper is a report on the findings of an empirical study focusing on teachers in Hamburg, Germany who attended a special further education on IWBs and work at primary or secondary schools. We looked at the teachers' self-assessment regarding their IWB competence, personal attitudes towards using Interactive Whiteboards. Analyzing a total of 158 web-surveys (N=158) we found that most teachers view IWBs as an enrichment in class. Most of them are convinced that their students are more motivated due to IWB use. Even though half of the teachers use the IWB more often than six times per week some of them do not use it at all since they do not have one at their disposal. Almost 80% of all teachers have a very high level of IWB-competence but many of them (˜ 23%) do not apply their skills in their daily teaching routine and rather use the IWB as a chalkboard substitute. Surprisingly one third of all teachers did not know which or if their school provides teaching aid software that can be used with the IWB.
Hilbert, J., Günther, S. & Unger, A. (2014). Do Interactive Whiteboards enrich teaching at schools in Hamburg?. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 1728-1734). Tampere, Finland: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)