Interactive Whiteboards (IWBs) are widely used in elementary
schools around the world. The aim of this qualitative case study was to
evaluate how American elementary public school teachers perceive and use IWBs.
Using purposive sample techniques, nine teachers were selected for this study.
Data was collected through 2 Skype or phone interviews and teachers’ lesson
plan snapshots. The research data was analyzed using Yin's [1] model of case
study analysis. Generally, study participants had positive attitudes towards
IWBs. Measuring them as beneficial, though they identified the need for
professional development, additional time for planning and developing new
lessons, technological support, and upgrades of the technology. The social
change implications from this research encompasses productive practice of
elementary teachers for integrating technologies to support 21st century
learning
Author (s) Details
Dr. Olga Samsonova Author (s) Details
Higher Colleges of Technology, Abu Dhabi Women’s College, Abu Dhabi, UAE.
View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/204
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