Five years of IWB in schools: Is it worth it? Factors Related to IWB ?Use in Four Western PA K-12 School Districts?
Yehuda Peled, Western Galilee College & Ohalo College, Israel, Israel ; Mandy Medvin, Linda Domanski, Westminster College, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This research examines teacher attitudes and fears about IWB use as related to perceived classroom ?implementation to enhance student engagement and achievement. The research took place in four ?western PA school districts. Nearly 78 percent of all teachers surveyed reported using the IWB either ??"Often" or "All the time" and 75 percent of them reported using an IWB for two or more years. These ?combined data suggest that the districts in this study are investing in IWB technology and the majority ?of teachers are using IWBs on a regular basis for instruction. Number of years and frequency the ?IWB technology was used in the classroom was strongly related to levels of training and support the ?teachers believed they received, teachers' sense of self-efficacy and the perceived value of IWB ?technology as a useful tool, and teacher s' perceptions about the positive effect that integrating IWBs ?had on student achievement. ?
Peled, Y., Medvin, M. & Domanski, L. (2012). Five years of IWB in schools: Is it worth it? Factors Related to IWB ?Use in Four Western PA K-12 School Districts?. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2047-2054). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).