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Interactive Whiteboards and Digital Teaching Book to Secondary School Teachers and Contextual Affordances: Hybrid or Substitute?
ARTICLE

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Journal of Educational Technology Systems Volume 43, Number 3, ISSN 0047-2395

Abstract

The objective of our study is to analyze the utility and the integration of the interactive whiteboard (IWB) and interactive textbook into the teaching skills. This project concerns middle and high school teachers with professional career guidance in France. The research had as objectives the appropriation in the use of IWB features and the analysis of potential affordances and used by teachers in teaching-learning situations. The five hypotheses were tested from the research design type mixed-method. The results related to our initial hypotheses show that the use of functionalities of an IWB and a digital teaching book depend on teaching disciplines. Thus, history-geography teachers and those in languages frequently use simple features of an IWB. Teachers in science and mathematics perceive and use the affordances in a more complex level of an IWB, which means they add items to the device to enrich the list of functions.

Citation

Pacurar, E. & Clad, N. (2015). Interactive Whiteboards and Digital Teaching Book to Secondary School Teachers and Contextual Affordances: Hybrid or Substitute?. Journal of Educational Technology Systems, 43(3), 266-288. Retrieved May 25, 2019 from .

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