Teachers’ Perceptions of the Use of the Interactive Whiteboard and Its Impact on Their Self-Perceptions as ICT Literate

Gila Kurtz^1,2, Etty Kochavi³, Keren David³ 
(1. School of Education, The College for Academic Studies, Israel;
2. Graduate School, University of Maryland University College, USA; 3. Brainpop, Israel)

Abstract: The purpose of the present research is to examine the perceptions of teachers regarding use of the interactive whiteboard (IWB) in classroom teaching, and the impact of these perceptions on their self-image as ICT literate. The research was conducted with a sample of sixteen teachers in an elementary school in Israel. The research design combined quantitative and qualitative methods. The data was collected by means of a questionnaire and teachers’ reflective summaries of the process of their training in use of the IWB in teaching. The findings indicated advantages of the IWB in diversifying the means available to the classroom teacher to generate curiosity and interests, demonstrate the subject matter, and document the class lesson. The weaknesses of the IWB were associated with the extensive training required its use, the long preparation time for lessons using the IWB, and technical problems. The findings also suggested that the use of the IWB contributed to the respondents’ self-esteem as ICT-literate teachers, including a sense of empowerment and confidence in their ICT skills, which contributed to their increased use of the IWB in classroom instruction.

Key words: interactive whiteboard, computer-assisted instruction, teachers’ perceptions