Interactive whiteboards: do teachers really use them interactively?

Tatli, Cemal; Kılıç, Eylem

doi:10.1080/10494820.2015.1016536

Cited by 8 publications

(7 citation statements)

References 21 publications

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“…Although it is evident that the incorporation of technological advancements in various educational methods has led to a user-friendly, supportive and flexible learning environment which is a hallmark of today’s educational system in advanced countries (Ketterl et al , 2011). Various scholars (Danielson et al , 2014; Farooq, 2016; Nair et al , 2015; Tatli and Kiliç, 2015) have reported the positive impact of technology integration on students’ learning outcomes. Therefore, many developed countries, such as UK, USA, Canada, Australia and New Zealand, have already undertaken various projects for integrating modern advancements of information technology (IT) in their education system (Danielson et al , 2014; Farooq, 2016; Nair et al , 2015).…”

Section: Introductionmentioning

confidence: 99%

Acceptance and use of lecture capture system (LCS) in executive business studies

Farooq

Salam

Jaafar

et al. 2017

ITSE

150

100

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Purpose Adoption of latest technological advancements (e.g. lecture capture system) is a hallmark of market-driven private universities. Among many other distinguishing features, lecture capture system (LCS) is the one which is being offered to enhance the flexibility of learning environment for attracting executive business students. Majority of foreign universities are offering the facility of LCS to their students in offshore campuses established in Malaysia. Yet, very little is known about perception and behaviour of executive business students towards acceptance and use of this facility. Therefore, to bridge the identified gap in academic literature, this study is an effort to explore the causal relationship between existing constructs of extended unified theory of acceptance and use of technology (UTAUT2), personal innovativeness (PI), intention and use behaviour (UB) towards LCS. Moreover, this study is aimed to extend the UTAUT2 by introducing a new variable, namely, PI in the domain of information technology (IT) (PIIT). Design/methodology/approach SmartPLS-3.2.6 was used for data analysis and all PLS-related calculations. For this purpose, a self-administered questionnaire was designed to collect data regarding acceptance and UB towards LCS. A sample size of 481 responses from executive business students, who were enrolled in offshore campuses of five selected foreign universities in Malaysia, was used for testing the proposed theoretical model. Findings The results of structural equation modelling (SEM) revealed that, performance expectancy, effort expectancy, social influence, facilitating conditions, price value, hedonic motivation, habit and PIIT have a significant and positive influence on acceptance and use of LCS among executive business students. Unique to this study is that, findings of this study have highlighted PIIT as an important factor that affects intention and UB towards LCS among executive business students. Practical implications By validating and extending the UTAUT2, the findings of this study provide a number of practical implications along with a comprehensive, robust and useful framework for universities to successfully implement technological advancements, such as LCS, to enhance overall learning outcomes. Originality/value By investigating the factors determining acceptance and use of LCS among executive business students, using a partial least square (PLS)-based SEM approach, this study makes a sizeable theoretical, methodological and contextual contribution to the overall body of knowledge.

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Section: Introductionmentioning

confidence: 99%

Acceptance and use of lecture capture system (LCS) in executive business studies

Farooq

Salam

Jaafar

et al. 2017

ITSE

150

100

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“…This finding shows parallelism with the results reported by Koçak and Gülcü (2013) and is important because teachers who have adopted computer and touchscreen technologies in their daily lives are ready to use this technology both in mental and in physical terms. Tatli and Kiliç (2016) also reported that more computer use increases the use of interactive boards more effectively. This is also supported (question 4) by the teachers' positive attitudes towards using interactive boards in educational settings (80.96%) over negative attitudes (19.04%).…”

Section: Resultsmentioning

confidence: 99%

“…But unfortunately, despite this massive rapid shift from the black/white boards to the IWBs, teachers have been faced with adapting to the use of the highly technological tool in their classes (Alparslan andIçbay, 2017: 1779). For this reason, it is extremely important to provide the technical education and support needed by teachers to use interactive boards (BECTA, 2011;Tatli and Kiliç, 2016;Teck, 2013). It is because although there are many claimed benefits for IWB technology, it is the duty of the teachers to exploit the positive features of IWBs and integrate them into their current teaching methodologies (Gashan and Alshumaimeri, 2015: 176).…”

Section: Disadvantagesmentioning

confidence: 99%

Teachers attitudes towards liquid crystal display (LCD) panel interactive board applications

Ä°Zcä°¹,

Darmaz²

2017

Educ. Res. Rev.

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This study determined the viewpoints of teachers from different branches on using the interactive boards placed in classrooms in high schools, which are expected to replace the classical boards in the context of FATIH Project by the Ministry of National Education. Single Review Model was used in the present study where 21 teachers participated from different branches of high schools and the installation of interactive boards was completed in Fall Season of 2013 to 2014 Academic Year. The data of the study were collected by using the Liquid Crystal Display (LCD) panel interactive board attitude scale consisting of 10 questions. The data were examined by using descriptive and content analysis methods and the findings were listed and tabulated according to the questions of the scale. When the results were analyzed, it was observed that the teachers who participated in the study made use of the LCD panel interactive boards technologies frequently in their classes for educational activities such as presentation of slides and digital books or showing of films, videos, pictures, etc. Despite some infrastructural problems and lack of software, they stated that the advantages brought by the use of interactive boards in education were more than the drawbacks, and it was adopted by almost all teachers. However, in order to place the use of interactive boards in the desired level for all teachers, more than one in-service training are needed to cover the needs that are determined in the present study.

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“…Furthermore, IWB materials were reported to have increased active participation and engagement from learners [17]. IWBs were also reported to have generated excitement and a positive attitude to learning [18]. Literature shows that IWBs contain important Mathematical materials, which enable learners to gain access to a variety of unusual solution sets [19].…”

Section: Interactive Whiteboard Teaching and Learningmentioning

confidence: 99%

Challenges and Solutions for Teachers' Use of Interactive Whiteboards in High Schools

Mokoena¹,

Simelane-Mnisi²,

Mji³

2022

ujer

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Interactive whiteboards: do teachers really use them interactively?

Cited by 8 publications

References 21 publications

Acceptance and use of lecture capture system (LCS) in executive business studies

Acceptance and use of lecture capture system (LCS) in executive business studies

Teachers attitudes towards liquid crystal display (LCD) panel interactive board applications

Challenges and Solutions for Teachers' Use of Interactive Whiteboards in High Schools

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