Secondary school teachers' perceptions of interactive whiteboard training workshops: A case study from Taiwan
Australasian Journal of Educational Technology Volume 26, Number 4, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education
The purpose of this study was to explore secondary school teachers' perceptions of interactive whiteboard (IWB) training workshops in Taiwan. This study also sought to identify potential problems associated with the design of IWB training workshops in order to improve their effectiveness. This research employed observations and interviews to collect research data. Observations were made at the training sites, and interviews were conducted with six secondary school teachers from two junior high schools located in central Taiwan. The research data suggest that teachers valued the benefits of using IWBs in classrooms and recognised the necessity of attending training workshops. The teachers also emphasised that knowing practical IWB uses was extremely important and helpful to them to integrate this promising tool meaningfully into their teaching. As a consequence of the research some suggestions have been provided for the purpose of improving the quality of training workshops based on adult learning theories.
Lai, H.J. & Lai, H.J. (2010). Secondary school teachers' perceptions of interactive whiteboard training workshops: A case study from Taiwan. Australasian Journal of Educational Technology, 26(4),. Australasian Society for Computers in Learning in Tertiary Education.
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Teachers' Perceptions of Interactive Boards for Teaching and Learning in Public and Private High Schools in the Arab Education System in Israel
Wajeeh Daher, Al-Qasemi Academic College of Education & An-Najah National University; Jamal Abu-Hussein, Al-Qasemi Academic College of Education; Essa Alfahel, Al-Qasemi Academic College of Education & Kaye Academic College of Education, Beer-Sheva, Israel
International Journal of Emerging Technologies in Learning (iJET) Vol. 7, No. 1 (Mar 12, 2012) pp. 10–18
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