Year 2019, Volume 6 , Issue 2, Pages 93 - 102 2019-12-01

The New Generation of Interactive Whiteboards: How Students Perceive and Conceptualize?

Fatih Saltan [1]


The aim of the study was to investigate high school students’ perceptions of the new generation of IWBs.  At the same time, the question was examined of whether there are differences in perception with regard to certain variables which are gender, and frequency of  IWB use by teachers and by students. To achieve this aim, a parallel mixed method design was used.  A total of 877 high school students participated in the study, comprising 410 females and 467 males. The data were collected through an “Interactive Whiteboard Student Survey” and by open- ended questions. The quantitative data were analyzed using SPSS 20.0 for descriptive statistics and multivariate analysis of variance. Nvivo8 qualitative data analysis software was utilized for coding. Appropriate themes were developed from the related codes. The qualitative analysis revealed that about half of the students thought that IWBs were useful and effective tool for learning. There were seven themes and sub-themes which explain the contribution of IWBs to students’ learning. The results of the MANOVA revealed no significant effect of gender and frequency of IWB use by teacher on high school students’ perception of IWBs. On the other hand, there was a statistically significant difference in students ‘perception of IWBs based on frequency of IWB use by himself/herself, F (6, 1662) = 3.11, p>0.5.


Interactive whiteboard, teaching/learning strategies, , perception
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Primary Language en
Subjects Education, Scientific Disciplines
Journal Section Research Articles
Authors

Orcid: 0000-0002-9806-3514
Author: Fatih Saltan (Primary Author)
Institution: AMASYA UNIVERSITY
Country: Turkey


Dates

Publication Date : December 1, 2019

APA Saltan, F . (2019). The New Generation of Interactive Whiteboards: How Students Perceive and Conceptualize?. Participatory Educational Research , 6 (2) , 93-102 . DOI: 10.17275/per.19.15.6.2