A new model for the factors that affect interactive whiteboard usage of teachers and its effect on performance
Tosuntaş, Şule Betül
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In this study, it was aimed to investigate teachers’ acceptance and use of interactive whiteboard (IWB), technological pedagogical content knowledge (TPACK), transition to use IWB effects on teacher performance. A causal pattern was used based on the structural equation model established the causal relationship between the factors in the study. The study group of the study consisted of 305 teachers who worked in primary, secondary and high school in Turkey. Data were collected via 4 scales as Acceptance and Use of IWB Scale, TPACK Practical Scale, IWB Transition Framework Scale, and Teacher Performance Scale. In the analysis of the data were used simple linear regression analysis, multiple regression analysis and structural equation model was tested with path analysis. TPACK has positive effects on acceptance and use of IWB and teacher performance; acceptance and use of IWB has positive effects on IWB transition and teacher performance; IWB transition has a positive effect on teacher performance. These findings showed that a model based on the relationship between teacher performance and teachers’ acceptance and use of IWB, TPACK, IWB transition can be created. In the context of technology integration, it is concluded that teacher performance is related to TPACK, acceptance and use of IWB, IWB transition. In this respect, it can be said that the TPACK and IWB usage are positively reflected on their performance. From these results, may conjecture that is important to have TPACK and use IWB in the development of teacher performance.
Education and Information Technologies;
Tosuntaş, Ş.B., Çubukçu, Z. and Beauchamp, G. (2021). 'A new model for the factors that affect interactive whiteboard usage of teachers and its effect on performance. Education and Information Technologies' DOI: https://doi.org/10.1007/s10639-021-10428-z
Article published in Education and Information Technologies available at https://doi.org/10.1007/s10639-021-10428-z
- Education Research 
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