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Teachers’ Perception of Interactive White Boards: A Case Study

Journal Name:

  • Mersin Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2013

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
Öğretmenlerin etkileşimli tahtaya yönelik algıları: Bir durum çalışması. Etkileşimli tahtalar bir bilgisayar tarafından kontrol edilen ve görüntünün bir projektör aracılığıyla yansıtıldığı yeni nesil dokunmatik tahtalardır (Saltan ve Arslan, 2009). Türkiye’de son yıllarda bu eğitim aracı, ilköğretimde ve lisede kullanılmaya başlanmıştır. Öğretmenlerin etkileşimli tahtaya karşı algılarını ve kabullenmelerini ölçmek için bir ilköğretim okulunda bu durum çalışması yapıldı. Bu çalışmaya değişik branşlarda 34 öğretmen katıldı ve veri üç kısımdan oluşan bir anket aracılığıyla toplandı. Bu kısımlar; algılanan faydalılık, algılanan kullanım kolaylığı, ve etkileşimli tahtaya karşı tutum dan oluşmaktadır. Veri analizi betimleyici istatistik yönetimi kullanılarak yapıldı. Sonuçlar öğretmenlerin etkileşimli tahtayı faydalı ve kullanımını kolay bulduklarını göstermektedir. Ayrıca etkileşimli tahtaya karşı olan tutumlarının olumlu olduğu saptanmıştır. Fakat algılanan kullanım kolaylığı ve etkileşimli tahtaya karşı olan tutumun ortalamasının, algılanan yararlılığın ortalamasından düşük olduğu saptanmıştır.
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Abstract (Original Language): 
Interactive whiteboards (IWBs) are touch-sensitive new generation boards controlled by a computer that is connected to a digital projector (Saltan and Arslan, 2009). In many countries, teachers have begun to use this instructional tool in primary and high schools. In order to investigate teachers’ perceptions and acceptance towards IWBs, this case study was conducted in a primary school in Turkey. 34 teachers from different subject matters participated in the present study. Data were collected through a questionnaire consisting of three parts -- perceived usefulness, perceived ease of use and attitude towards interactive white boards. Descriptive statistic was utilized to analyze the data. Mainly frequencies and percentages were run on the likert-type questions. Results showed that teachers found interactive whiteboard relatively easy to use and useful, in addition they had a positive attitude toward the IWB. However means of the perceived ease of use and attitude toward IWB is lower than perceived usefulness.
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REFERENCES

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Teachers’ Perception of Interactive White Boards:
A Case Study
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Mersin Üniversitesi Eğitim Fakültesi Dergisi
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