Interactive Whiteboard Use in High-Tech Science Classrooms: Patterns of Integration

Authors

  • Rena Stroud TERC 2067 Massachusetts Avenue Cambridge, MA 02140
  • Brian Drayton TERC 2067 Massachusetts Avenue Cambridge, MA 02140
  • Kathryn Hobbs TERC 2067 Massachusetts Avenue Cambridge, MA 02140
  • Joni Falk TERC 2067 Massachusetts Avenue Cambridge, MA 02140

DOI:

https://doi.org/10.3991/ijet.v9i9.4141

Keywords:

interactive whiteboard, technology adoption, technology integration, science teaching

Abstract


Interactive whiteboard (IWB) use has been associated with increased student motivation, engagement, and achievement, though many studies ignore the role of the teacher in effecting those positive changes. The current study followed the practice of 28 high school science teachers as they integrated the IWB into their regular classroom activities. The extent of teachers’ adoption and integration fell along a continuum, from the technologically confident “early adopter” to the low-use “resistant adopter.” Patterns of use are explored by extracting data from representative teachers’ practice. Science-specific benefits of IWB use, barriers to integration, and lessons learned for professional development are discussed.

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Published

2014-10-25

How to Cite

Stroud, R., Drayton, B., Hobbs, K., & Falk, J. (2014). Interactive Whiteboard Use in High-Tech Science Classrooms: Patterns of Integration. International Journal of Emerging Technologies in Learning (iJET), 9(9), pp. 41–49. https://doi.org/10.3991/ijet.v9i9.4141

Issue

Vol. 9 No. 9 (2014): Special Issue "Blended Learning"

Section

Papers

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