A case study of teachers’ perceptions towards the use of interactive whiteboard in the Foundation Phase of a valleys primary school in South Wales, United Kingdom
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As part of numerous initiatives to implement the use of Information and Communication Technology (ICT) into education, the interactive whiteboard (IWB) has become a pedagogic tool that is prominent in many educational establishments. Taking the form of a single case study this research paper will investigate teachers’ perceptions towards the use of IWB in the Foundation Phase of a valleys primary school in South Wales, United Kingdom. Using a qualitative research approach in the form of a teacher focus group interview this study questions whether the introduction of the Foundation Phase has impacted the way in which IWBs are used for teaching and learning as well as investigating teachers attitudes towards professional development opportunities. A partnership was devised between the researcher and a South Wales primary school from which 3 Foundation Phase teachers were interviewed regarding their perceptions towards the IWB as a pedagogic tool for early years. This case study identified that the IWB is perceived to be an effective and commonly used teaching tool in the Foundation Phase, with teachers suggesting that the introduction of the Foundation Phase had encouraged them to use IWB more often as well as promoting the role of the pupil in the learning process. Other findings suggest that the interactive nature of the IWB makes it flexible enough to be used effectively in an array of different learning areas. Limited professional development opportunities were an initial issue however this study highlighted that this encouraged practitioners to work together to share advice and practices. To conclude, this paper suggests that more effective professional development opportunities are needed in order for practitioners to enhance their ICT confidence and recognise new ways to use the IWB.
BA (Hons) Education Studies and English
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