Abstract:

The aim of this research study is to investigate the way teachers use interactive whiteboards in Greek kindergartens. The research was based on the use of the questionnaire sent to 20 Kindergartens with interactive whiteboards and the interview of 5 teachers. The questionnaire was attended by 58 teachers who during the school year 2020-2021 served in three Greek islands.

The majority of teachers use the interactive board every day, during both organized and free activities. It is most frequently used the second and third teaching hour of the compulsory program and the first and second hour of the optional all-day kindergarten program. Kindergarten teachers use whiteboards for demonstration of digital content, for interactive web applications and less for worksheets made with whiteboard tools. The activities cover all learning subjects of the curriculum. Children are mainly engaged on activities related to correspondence, word formation, puzzle, drawing, sequence and order, classification, digital storytelling, writing and labyrinth.

Kindergarten teachers mention that interactive boards make the lesson appealing, attract children’s interest, reinforce their participation, assist communication and promote understanding and cooperation and acquaints children with information and communication technologies. Teachers mention that they need in service training related to the use of interactive whiteboards tools, learning various software, the design of digital activities and its use as an assessment tool.

Although, interactive whiteboards are used daily in a variety of subjects, the majority of activities are close ended, they are completed individually, while cooperative activities in the interactive whiteboard are limited. Further professional development is needed on whiteboard tools and on the design of open-ended digital activities for preschoolers.

Keywords:

Interactive whiteboards, early childhood education.