Interactive Whiteboard Use in High-Tech Science Classrooms: Patterns of Integration
Rena Stroud, Brian Drayton, Kathryn Hobbs, Joni Falk, TERC 2067 Massachusetts Avenue Cambridge, MA 02140
iJET Volume 9, Number 9, ISSN 1863-0383 Publisher: International Journal of Emerging Technology in Learning, Kassel, Germany
Interactive whiteboard (IWB) use has been associated with increased student motivation, engagement, and achievement, though many studies ignore the role of the teacher in effecting those positive changes. The current study followed the practice of 28 high school science teachers as they integrated the IWB into their regular classroom activities. The extent of teachers’ adoption and integration fell along a continuum, from the technologically confident “early adopter” to the low-use “resistant adopter.” Patterns of use are explored by extracting data from representative teachers’ practice. Science-specific benefits of IWB use, barriers to integration, and lessons learned for professional development are discussed.
Stroud, R., Drayton, B., Hobbs, K. & Falk, J. (2014). Interactive Whiteboard Use in High-Tech Science Classrooms: Patterns of Integration. International Journal of Emerging Technologies in Learning (iJET), 9(9), 41-49. Kassel, Germany: International Journal of Emerging Technology in Learning.
Cited ByView References & Citations Map
Analysis Approach to Identify Factors Influencing Digital Learning Technology Adoption and Utilization in Developing Countries
Abubaker Kashada & Hongguang Li, College of Information Science and Technology, Beijing University of Chemical Technology Beijing, 100029, China; Osama Koshadah, Zawia University, faculty of economics, management department, Zawia, Libya
International Journal of Emerging Technologies in Learning (iJET) Vol. 13, No. 2 (Feb 27, 2018) pp. 48–59
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.