Innovations in science education - the introduction of the interactive whiteboard in Maltese science classrooms

Abstract

This study was conducted following the introduction of the Interactive Whiteboards [IWBs] in science classrooms in Maltese state schools. One aim of the study was to determine the frequency and nature of use of this resource by science teachers. It also explored the challenges and needs that these teachers encounter when using these resources. A total of 148 science teachers participated in the research study out of a population of 180. The research also probed into the science administrators and students’ views about the introduction of this resource. Ten interviews with administrators and ten student focus groups were held with participants coming from all state colleges. The administrators believed that when used effectively the IWB can support students’ interactivity and understanding. Furthermore, both teachers and students agreed that simulations and videos help to present scientific concepts in a well-illustrated manner that supports learning. This latter feature of the IWB prompts teachers to explore its potential and move away from traditional teaching approaches where the IWB is used as a projector. The move towards contemporary teaching approaches however is not a natural outcome of the introduction of the IWB in schools as this study shows that some teachers still use the whiteboard as a presentation tool. It seems that some teachers are still reluctant to transform their pedagogical practices even if they recognize the tool’s potential in increasing participation, enjoyment and motivation amongst students. This reluctance may be due to challenges which tend to hinder use of the resource in a classroom. The most frequently cited challenge amongst teachers is the lack of confidence they feel when using such a resource. This may be attributed to the lack of specialized pedagogical training and technical support. Administrators and teachers participating in this study emphasised the need for adequate pedagogical training in IWB use, efficient ICT support and adequate supplies of educational software resources. This finding prompts the consideration that apart from adequate and functioning equipment, schools need to develop an ICT management team to support teachers’ efforts and encourage the use of this resource.