Analyzing the Perceptions and Use of Interactive Whiteboards by Prekindergarten Teachers in Presentation of Classroom Lessons

Autor/in	Rosetti, Jennifer
Titel	Analyzing the Perceptions and Use of Interactive Whiteboards by Prekindergarten Teachers in Presentation of Classroom Lessons
Quelle	(2012), (186 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2672-8958-2
Schlagwörter	Hochschulschrift; Dissertation; Preschool Education; Preschool Teachers; Visual Aids; Educational Technology; Interactive Video; Computer Uses in Education; Statistical Analysis; Public Schools; Pretests Posttests; Innovation; Theories; Use Studies; Regression (Statistics); Multiple Regression Analysis; Predictor Variables; Teacher Attitudes; Maryland + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Anschauungsmaterial; Unterrichtsmedien; Interaktives Video; Computernutzung; Statistische Analyse; Public school; Öffentliche Schule; Theory; Theorie; Benutzerschulung; Regression; Regressionsanalyse; Prädiktor; Lehrerverhalten
Abstract	In an attempt to improve poor academic performance of students, many schools are purchasing interactive whiteboards to enhance lesson presentations. Interactive whiteboards are seldom being used to present lessons. The purpose of this quantitative study was to compare how frequently interactive whiteboards are used by prekindergarten teachers in Prince George's County Public Schools before and after ready-made lessons were made available and to examine factors related to interactive whiteboard use. Rogers's diffusion of innovations theory was used in this pre-experimental, one-group, pretest-posttest study as a guideline to determine participants' perceptions of interactive whiteboards, their level of adoption, and how frequently interactive whiteboards were used. A t test was performed to determine if the number of times interactive whiteboards were used changed after ready-made interactive whiteboard lessons were available to the participants. Linear and multiple regression analyses were conducted to determine if adopter category, perceptions of interactive whiteboards, or select demographic variables predict how frequently interactive whiteboards will be used. The results indicated that teachers did use interactive whiteboards more frequently posttreatment, certain perceptions of interactive whiteboards predicted participant adopter category, and adopter category predicted interactive whiteboard use. The knowledge gleaned from this study can promote positive social change by contributing to an increase in interactive whiteboards use, which could significantly change teaching pedagogy, stimulate learning through increased student motivation, and increase student academic performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10