Abstract

The aim of this quantitative study is to examine high school teachers' use of specific features of interactive whiteboards (IWBs). During the 2012-2013 academic school year, 535 teachers in pilot schools from 10 provinces under the FATIH Project (Movement of Enhancing Opportunities and Improving Technology) participated. Data were collected through a three-factor usage level scale developed by the researchers and analyzed through descriptive statistics and non-parametric tests. No significant difference was found between the use of the interactive features of an IWB and sex, education level, or subject area. However, a significant difference was found between the use of interactive features and professional experience, city, computer ownership, in-field IWB training, previous IWB experience, usage duration, frequency of use, and the case of suggesting the use of IWBs to other teachers.

Citation

Tatli, C. & Kiliç, E. (2016). Interactive Whiteboards: Do Teachers Really Use Them Interactively?. Interactive Learning Environments, 24(7), 1439-1455. Retrieved March 25, 2023 from https://www.learntechlib.org/p/194371/.

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Keywords

• Bulletin Boards
• Computer Use
• Educational Attainment
• educational technology
• Experience
• faculty development
• Foreign Countries
• gender differences
• Geographic Location
• High Schools
• Intellectual Disciplines
• Interactive Video
• Nonparametric Statistics
• ownership
• Secondary School Teachers
• Statistical Analysis
• Technology Uses in Education