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A Qualitative Study of Student and T...

Corbo, Donna Cirillo.

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A Qualitative Study of Student and Teacher Perceptions Utilizing Interactive Whiteboards in Middle School Classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qualitative Study of Student and Teacher Perceptions Utilizing Interactive Whiteboards in Middle School Classrooms./
Author:	Corbo, Donna Cirillo.
Description:	161 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3579720
ISBN:	9781303804960

A Qualitative Study of Student and Teacher Perceptions Utilizing Interactive Whiteboards in Middle School Classrooms.
Corbo, Donna Cirillo.

A Qualitative Study of Student and Teacher Perceptions Utilizing Interactive Whiteboards in Middle School Classrooms. - 161 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2014.

This item must not be sold to any third party vendors.

Since the No Child Left Behind Act of 2001, interactive whiteboards (IWBs) have become a reality and a popular concept in addressed technology use in elementary and secondary schools and the importance of 21 st century skills, integrating classrooms across the United States and abroad. The purpose of this qualitative case study was to examine the use of IWBs to understand the perceptions of students and teachers regarding the use of this tool in middle school classrooms. Specifically, attitudes, behaviors and motivations of students and teachers were examined as well as how students and teachers were affected by interactive teaching. Interviews, observations and questionnaires were utilized to determine a thorough understanding of participants' perceptions during three phases. The first phase involved administering a questionnaire to participants, the second phase involved observations, and phase three concluded the study with interviewing teachers and students. Participants were male and female and represented all grades (6-8) and core subjects at a middle school located in Northeast North Carolina. The results of this study provided administrators and other school leaders with the perceptions of teachers and students regarding the use of IWB's in the classroom. Themes developed from each research question regarding the use of IWB' s in the classroom involved confidence enhances use, training/education enhances use, teacher motivation enhances use, and effective use increases motivation as well as increases interaction. The majority of students in this study also possessed a greater understanding of technology and could internalize its usage more effectively than their teachers. Recommendations from this study included having teachers collaborate with their peers in professional learning communities to facilitate the effective use of IWB' s. Administrators need to be mindful of teachers needs concerning technology integration and specifically the use of IWBs. Understanding the levels of IWB pedagogies would be an asset for administrators to provide effective staff development.

ISBN: 9781303804960Subjects--Topical Terms:

516579
Education.

A Qualitative Study of Student and Teacher Perceptions Utilizing Interactive Whiteboards in Middle School Classrooms.
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500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Adviser: Sherry Lowrence.
502 $a Thesis (Ed.D.)--Northcentral University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Since the No Child Left Behind Act of 2001, interactive whiteboards (IWBs) have become a reality and a popular concept in addressed technology use in elementary and secondary schools and the importance of 21 st century skills, integrating classrooms across the United States and abroad. The purpose of this qualitative case study was to examine the use of IWBs to understand the perceptions of students and teachers regarding the use of this tool in middle school classrooms. Specifically, attitudes, behaviors and motivations of students and teachers were examined as well as how students and teachers were affected by interactive teaching. Interviews, observations and questionnaires were utilized to determine a thorough understanding of participants' perceptions during three phases. The first phase involved administering a questionnaire to participants, the second phase involved observations, and phase three concluded the study with interviewing teachers and students. Participants were male and female and represented all grades (6-8) and core subjects at a middle school located in Northeast North Carolina. The results of this study provided administrators and other school leaders with the perceptions of teachers and students regarding the use of IWB's in the classroom. Themes developed from each research question regarding the use of IWB' s in the classroom involved confidence enhances use, training/education enhances use, teacher motivation enhances use, and effective use increases motivation as well as increases interaction. The majority of students in this study also possessed a greater understanding of technology and could internalize its usage more effectively than their teachers. Recommendations from this study included having teachers collaborate with their peers in professional learning communities to facilitate the effective use of IWB' s. Administrators need to be mindful of teachers needs concerning technology integration and specifically the use of IWBs. Understanding the levels of IWB pedagogies would be an asset for administrators to provide effective staff development.
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