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Interactive Boards in Schools: Middle and High School Teachers' Uses and Difficulties

Interactive Boards in Schools: Middle and High School Teachers' Uses and Difficulties

Wajeeh Daher, Essa Alfahel
Copyright: © 2014 |Pages: 14
ISBN13: 9781466645387|ISBN10: 1466645385|EISBN13: 9781466645394
DOI: 10.4018/978-1-4666-4538-7.ch017
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MLA

Daher, Wajeeh, and Essa Alfahel. "Interactive Boards in Schools: Middle and High School Teachers' Uses and Difficulties." Transforming K-12 Classrooms with Digital Technology, edited by Zongkai Yang, et al., IGI Global, 2014, pp. 306-319. https://doi.org/10.4018/978-1-4666-4538-7.ch017

APA

Daher, W. & Alfahel, E. (2014). Interactive Boards in Schools: Middle and High School Teachers' Uses and Difficulties. In Z. Yang, H. Yang, D. Wu, & S. Liu (Eds.), Transforming K-12 Classrooms with Digital Technology (pp. 306-319). IGI Global. https://doi.org/10.4018/978-1-4666-4538-7.ch017

Chicago

Daher, Wajeeh, and Essa Alfahel. "Interactive Boards in Schools: Middle and High School Teachers' Uses and Difficulties." In Transforming K-12 Classrooms with Digital Technology, edited by Zongkai Yang, et al., 306-319. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4538-7.ch017

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Abstract

This chapter examines middle school and high school teachers' use of interactive boards in the classroom, as well as the goals behind this use and the difficulties encountered throughout it. Ten middle school and high school science and mathematics teachers who use the interactive board for teaching science and mathematics were interviewed to elicit their practices, goals, and difficulties when using interactive boards in the classroom. The first two stages of the constant comparison method were utilized to analyze the collected data. The research findings show that science and mathematics teachers made different uses of the interactive board, which could be related to treating scientific relations, phenomena, and experiments, as well as practicing learned materials and engaging students in building activities in games and in discussions. Utilizing the different options of the interactive board, the participating teachers had various goals: giving students the ability to investigate, motivating them to learn, attracting them to the lesson, making them enjoy their learning, encouraging their collaboration, shortening the teaching time, and loading previously taught lessons. Using the interactive board in the classrooms, the teachers encountered some difficulties, such a: technical difficulties, owning the appropriate skills for using effectively the interactive board’s different options, preparing appropriate activities, fulfilling students' expectations, and keeping class order.

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