Lived Experience of Primary Teachers Using Interactive Whiteboards in Their Classroom

Abstract

This study was a phenomenological inquiry in teacher use of Interactive Whiteboards in the primary classroom. The study was conducted through observations and interviews with three teachers who use the Interactive Whiteboard in their practice. The goal of the study was to find how having this technology in the classroom has changed their pedagogical styles. The study also looked at the teachers' technological skill development as they use the board. This study found that the interactive whiteboard helped to create teachable moments. The themes that emerged are: teachable moments, automaticity, collaboration and community, and lost time. Teachers developed automaticity in using the interactive whiteboard. Through collaboration and community teachers increased their technological self-efficacy and knowledge of the interactive whiteboard. The participants in the study found that they lost track of time when creating lessons and teaching lessons for the interactive whiteboard. This study has implications for technology placement in the classroom and shows a need for sustained and quality professional development.