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Teacher Use of the Interactive Whiteboards in Flemish Secondary Education--Mapping against a Transition Framework
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    • Education and Information Technologies Volume 19, Number 2, ISSN 1360-2357

    Abstract

    Interactive Whiteboards (IWBs) are a relatively new, but increasingly more common, tool in the classrooms of Flemish Secondary schools. This paper reports on research which attempted to map not only the amount of IWB use in Flemish secondary schools but, perhaps more importantly, to assess how they are used and the progress of teachers in developing their IWB skills in the classroom. An online quantitative survey was conducted, based on a detailed IWB transition framework. The survey (n?=?433) identified the distribution and usage levels of the IWB by teachers in Flemish Secondary Education. The results show that the distribution of IWBs is affected by the educational network to which a teacher belongs. In terms of the level of IWB use, teachers classified themselves predominantly in the first two stages of the transition framework (Black/Whiteboard Substitute and Apprentice use). This would suggest that teachers in Flemish Secondary Education have been initiated (in a technological sense) in using the IWB and are beginning to initiate (in a pedagogic sense) wider usage, including incorporating pupil use of the IWB. In this process, however, teachers appeared to be more confident in technical use of the ICT skills, but less confident in developing new pedagogic approaches which may exploit the full potential of the IWB.

    Citation

    Van Laer, S., Beauchamp, G. & Colpaert, J. (2014). Teacher Use of the Interactive Whiteboards in Flemish Secondary Education--Mapping against a Transition Framework. Education and Information Technologies, 19(2), 409-423. Retrieved April 23, 2019 from .

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    Cited By

    1. Do Interactive Whiteboards enrich teaching at schools in Hamburg?

      Jonas Hilbert, Silke Günther & Alexander Unger, University of Hamburg, UHH, Germany

      EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 1728–1734

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