Abstract:

The rationale for promoting interactive whiteboard (IWB) in educational settings was to encourage interactive whole-class teaching and learning. The interactive teaching and learning of the IWB is encouraged where learners use finger-touch, write, draw, drag an object, manipulate text or shape on the IWB. IWB inspires teachers to re-think their approaches to teaching and learning. In a study conducted in Turkey, it was reported that the IWB encourages participation in the lesson and create visually type of teaching and learning. Interactive teaching and learning with IWB supports 21st-century skills such as communication, collaboration, critical thinking, creativity and computational skills. In South Africa particularly in Gauteng province, the IWB was also used in high schools to promote interactive teaching and learning.

This study reports on the impact of teaching and learning with IWBs in Gauteng, Tshwane North District high schools in South Africa. A convenient sample of 23 teachers from 22 high schools participated in this study. A qualitative case study research method was applied to investigate the phenomenon. Semi-structured interviews, observations and open-ended questionnaire were used to collect data. Data were analysed using Atlasti. It was found that teachers indicated that IWBs impacted positively on teaching and learning. Teachers revealed that IWBs were useful makes the lesson easy and faster, and saves teaching time. On the contrary, some teachers posited that they were frustrated and disappointed due to lack of training; lack of skills to operate the IWB technology, IWB was slow and therefore impact negatively. It is recommended that IWBs should also have teaching and learning material for African languages materials.

Keywords:

Interactive whiteboard, teaching, learning, African languages, high school.