The introduction of interactive whiteboards in science classes

Abstract

The aim of this study was to learn about the nature and frequency of IWB uses in state schools, focusing on science classes, whilst exploring the teachers' challenges and needs towards the IWB use. The study delved into the administrators', teachers' and learners' perspectives to learn about the attitudes of these three different educational stakeholders. Questionnaires were administrated to all science teachers of all state Secondary schools and the generated results revealed that despite teachers make frequent use of the IWB, it is commonly used as a presentation tool. The fact that the IWB allows teachers to prepare beforehand material which can be easily accessed and explained during the lesson was a frequently mentioned benefit. Furthermore, data generated through the questionnaires, the focus groups carried out with students and interviews with the HoDs, shows that when used effectively the IWB can increase the level of understanding in science and opportunities to interact. The study reports that since the content is now visually more appealing and captivating, the use of this technology has also improved students' attentiveness. Despite the IWB is a flexible tool, findings show that some teachers are still reluctant to transform their pedagogical practices, due to some factors which restrain the IWB use. The most frequently cited challenges include the need to carry a laptop; unpredictable power cuts, time constraints and lack of confidence which may be attributed to the lack of specialized pedagogical training and technical support. In fact both teachers and HoDs showed a general demand for more specialized, pedagogical training.