Teachers’ Perceptions of the Interactive Boards for Teaching and Learning

Abstract

The interactive board is an integral part of the modern classrooms and a tool that teachers utilize for its didactic and pedagogic potentialities. The main goal of this research was to examine teachers’ perceptions of the educational aspects (pedagogic, didactic, technical-pedagogic and technical-didactic) of the interactive board for teaching and learning in the Arab sector in Israel, where interactive boards have been introduced into the classrooms for almost two years. Three hundred ninety five teachers from three school types (primary, middle and secondary) from different districts participated in the research. A questionnaire was built to examine teachers’ perceptions in the four educational aspects. The research findings show that teachers from the three school types had positive perceptions of the interactive boards for teaching and learning. Further, significant differences were found in teachers’ perceptions of the interactive boards that could be attributed to school’s type and experience of teachers in using the interactive board in the classroom. Moreover, no significant differences were found in teachers’ perceptions that could be attributed to participating in a preparatory workshop or to gender.