Teacher use of the interactive whiteboards in Flemish secondary education—mapping against a transition framework
Van Laer, Stijn
MetadataShow full item record
Interactive Whiteboards (IWBs) are a relatively new, but increasingly more common, tool in the classrooms of Flemish Secondary schools. This paper reports on research which attempted to map not only the amount of IWB use in Flemish secondary schools but, perhaps more importantly, to assess how they are used and the progress of teachers in developing their IWB skills in the classroom. An online quantitative survey was conducted, based on a detailed IWB transition framework. The survey (n = 433) identified the distribution and usage levels of the IWB by teachers in Flemish Secondary Education. The results show that the distribution of IWBs is affected by the educational network to which a teacher belongs. In terms of the level of IWB use, teachers classified themselves predominantly in the first two stages of the transition framework (Black/Whiteboard Substitute and Apprentice use). This would suggest that teachers in Flemish Secondary Education have been initiated (in a technological sense) in using the IWB and are beginning to initiate (in a pedagogic sense) wider usage, including incorporating pupil use of the IWB. In this process, however, teachers appeared to be more confident in technical use of the ICT skills, but less confident in developing new pedagogic approaches which may exploit the full potential of the IWB.
Education and Information Technologies
Van Laer, S., Beauchamp, G. and Colpaert, J., (2014) 'Teacher use of the interactive whiteboards in Flemish secondary education—mapping against a transition framework', Education and Information Technologies, 19(2), pp.409-423.
This article was published in Education and Information Technologies on 13 November 2012 (online), available at http://dx.doi.org/10.1007/s10639-012-9228-6
- Education Research 
Showing items related by title, author, subject and abstract.
Transferring primary generalists’ positive classroom pedagogy to the physical education setting: a collaborative PE-CPD process Morgan, Kevin; Bryant, Anna; Edwards, Lowri Cerys; Mitchell-Williams, Emma (Taylor & Francis, 2018-10-18)Background: The primary school age group (aged 5–11 years) is acknowledged as a critical period in the development of physical activity patterns and healthy lifestyle behaviours. Furthermore, high quality physical education ...
Teachers' perception on how various teaching approaches influence students motivation in practical physical education Watson, Amber (Cardiff Metropolitan University, 2016-03-15)The purpose of this study was to understand the importance of motivating students during PE and to additionally explore the teaching approaches are most effective in motivating students in practical Physical Education (PE). ...
Edwards, Nathan (Cardiff Metropolitan University, 2013)The aim of the study was to increase current and future teachers knowledge of the key characteristics and qualities associated with teacher role models. In order to achieve the overarching aim of the study, the perceptions ...