The University of Hull (UNITED KINGDOM)
About this paper:
Appears in: INTED2018 Proceedings
Publication year: 2018
Pages: 9260-9268
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.2277
Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain
Saudi Arabia in an attempt to improve its traditional education system, is placing its hopes in the integration of new technologies, such as the Interactive White Board (IWB). However, international experience shows that expectations of previous waves of technology have not always been realized, due to problems in teachers' implementation. In order to inform the new initiative in Saudi Arabia, this study, therefore explores teachers' views on using IWB in the teaching and learning process in high schools in Saudi Arabia. Quantitative data were collected through an online survey involving 92 teachers who have made use of the IWB for teaching purpose in various Saudi Arabian high schools. The 39 questions of the survey elicited data on the demographics of the teachers as well as their extent of usage and general perception towards IWB. The findings revealed that participants had positive attitudes towards the use of IWB which consequently has a strong impact upon the learning and teaching process. A significant relationship was found between the perceptions of the teachers regarding the use of IWB and their actual experience of using it in the classroom. However, it was observed that not all features of IWB have been incorporated into common teaching and learning practices. The findings also suggested that for effective use of the IWB, teachers should have the opportunity to participate in a professional development programme, to help in improving their skills. All in all, this research study has highlighted the potential of IWB use in the secondary classroom and has also presented some of the issues underpinning its implementation.
Interactive WhiteBoard (IWB), integrating technologies, teacher perception, high schools, professional development.