An Investigation into Teachers’ Concerns and Expectations of using Interactive Whiteboards to Teach English

Abstract

Technology indeed plays an important role in education, and successfully integrating new technologies into the teaching and learning process is a major objective for educators and teachers. The interactive whiteboard (IWB) can stand out as a tool that teachers effectively utilize to enhance the effectiveness of the lessons in their classrooms. This study investigated the stages of concern and expectations of the teachers in the Faculty of Foreign Languages (FFL) at Dong Nai Technology University (DNTU) regarding the use of IWBs in teaching English. The study also explored the relationship between teachers’ stages of concern and, their teaching experience and their using IWB experience. Data collection involved the distribution of questionnaires to fifty-two teachers in FFL at DNTU. The results explored differences in the concern levels among the respondents, with two prominent stages of concern for the participants: Stage 4 (Consequence) and Stage 1 (Informational). The study indicated that there was no relationship between teachers’ stages of concern with their teaching experience and their IWB using experience. The study also showed the respondents had positive expectations of using IWBs in teaching English.