A Qualitative Study of Student and Teacher Perceptions Utilizing Interactive Whiteboards in Middle School Classrooms

Autor/in	Corbo, Donna Cirillo
Titel	A Qualitative Study of Student and Teacher Perceptions Utilizing Interactive Whiteboards in Middle School Classrooms
Quelle	(2014), (161 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-0496-0
Schlagwörter	Hochschulschrift; Dissertation; Educational Technology; Middle School Students; Student Behavior; Interviews; Questionnaires; Qualitative Research; Case Studies; Student Attitudes; Teacher Attitudes; Observation; Teaching Methods; Teacher Motivation; Technology Uses in Education; Communities of Practice; Teacher Collaboration; Instructional Effectiveness; Technology Integration; Faculty Development; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Student behaviour; Schülerverhalten; Interviewing; Interviewtechnik; Fragebogen; Qualitative Forschung; Case study; Fallstudie; Case Study; Lehrerverhalten; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Community; Lehrerkooperation; Unterrichtserfolg
Abstract	Since the No Child Left Behind Act of 2001, interactive whiteboards (IWBs) have become a reality and a popular concept in addressed technology use in elementary and secondary schools and the importance of 21st century skills, integrating classrooms across the United States and abroad. The purpose of this qualitative case study was to examine the use of IWBs to understand the perceptions of students and teachers regarding the use of this tool in middle school classrooms. Specifically, attitudes, behaviors and motivations of students and teachers were examined as well as how students and teachers were affected by interactive teaching. Interviews, observations and questionnaires were utilized to determine a thorough understanding of participants' perceptions during three phases. The first phase involved administering a questionnaire to participants, the second phase involved observations, and phase three concluded the study with interviewing teachers and students. Participants were male and female and represented all grades (6-8) and core subjects at a middle school located in Northeast North Carolina. The results of this study provided administrators and other school leaders with the perceptions of teachers and students regarding the use of IWBs in the classroom. Themes developed from each research question regarding the use of IWBs in the classroom involved confidence enhances use, training/education enhances use, teacher motivation enhances use, and effective use increases motivation as well as increases interaction. The majority of students in this study also possessed a greater understanding of technology and could internalize its usage more effectively than their teachers. Recommendations from this study included having teachers collaborate with their peers in professional learning communities to facilitate the effective use of IWBs. Administrators need to be mindful of teachers needs concerning technology integration and specifically the use of IWBs. Understanding the levels of IWB pedagogies would be an asset for administrators to provide effective staff development. [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	2020/1/01