n Journal of Emerging Trends in Educational Research and Policy Studies - Pedagogy with interactive whiteboards : perspectives of business education teachers

Volume 7, Issue 3
  • ISSN : 2141-6990
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This study examined the perceptions of Botswana secondary school business education teachers on the use of interactive whiteboards (IWBs) in the classroom. It focused on teachers' confidence and competence levels on use of IWBs, the attitudes towards the use of IWB as a tool of instruction, and their perceptions on the impact of IWBs on students' learning. The findings from the study suggest that a majority of teachers were confident and competent in of the use of computers, and thus could confidently integrate them into their classroom teaching. Furthermore, teachers indicated that they were fairly competent in the use of IWBs because they received sufficient on-the-job training which was mostly from suppliers of IWBs, and to a lesser extent from professional development workshops and self-training. Despite their professed competency, most teachers were neither confident nor comfortable integrating IWBs in their teaching practices. As pedagogical tools, most teachers perceived IWBs as having a positive impact on student learning. They purported that IWBs increased learner interest, engagement and motivation. They also believed that they contribute to making lessons become more interactive and action-oriented through heightened student participation in discussions and other classroom activities. As educators are continuously seeking innovative ways to make learning interesting, interactive and actively engaging for learners, this study shows that IWBs wield the potential to achieve this. It also highlights the need to invest in training teachers on the effective use of IWBs to boost their competency levels, confidence and attitudes towards their use in classroom instruction.

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