The Interactive Whiteboards in Greek Schools: Simply Whiteboards or a Valuable Tool?
This article describes the findings of a qualitative study investigating teacher trainers’ and teachers’ perceptions on the integration of interactive whiteboards (IWBs) in Greek schools, using online and written questionnaires. Basic matters being examined concern usefulness and the effectiveness of interactive whiteboards in teaching, the interactive whiteboard training programs, and the main obstacles for successful interactive whiteboards integration in Greek schools. The results show that teacher trainers believe that the use of interactive whiteboards could have positive implications in the learning process but they are not strong positive for their implementation such as teachers with IWB training and teachers without IWB training are. School infrastructure, technical support, lack of teacher training and high cost of interactive whiteboards appear as main barriers according to teachers’ perspective. Teacher trainers’ satisfaction and teachers’ satisfaction from IWB training programs don’t reach a high level. These findings are important for the design of professional development of teachers and the successful integration of interactive whiteboards in Greek schools. Further research might include the investigation of the impact of IWBs integration on pupils learning effect, the investigation of appropriate practices for teachers to link technology and pedagogy, and the exploration of the most effective training methods in the pedagogical use of IWBs.
||Ιnteractive Whiteboards (IWBs), Teacher Training, Teacher Perceptions about ICTs
International Journal of Technologies in Learning, Volume 19, Issue 3, pp.133-149.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 667.735KB).
PhD Candidate, Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Central Macedonia, Greece
Mr. Alexios A. Legontis is a secondary teacher of physical sciences in a Greek public school. He studied Chemistry at the Aristotle University of Thessaloniki and Continuing Education at the University of Macedonia. He is also a PhD student at the Department of Educational and Social Policy in University of Macedonia.
His research interests include Information and Communication Technologies (ICTs) and their use in the teaching process, perceptions and attitudes of teachers’ about ICTs, professional development and teacher training ICTs and Interactive Whiteboards(IWBs).
Professor, Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Central Macedonia, Greece
Vassilios Dagdilelis has a B. Sc. in Mathematics (4 years) from Aristotle University of Thessaloniki, a Master’s Degree (D.E.A.) of the University Joseph Fourrier (Grenoble, France) in Didactique des Disciplines Scientifiques and a Ph.D. from the Department of Applied Informatics, University of Macedonia, Thessaloniki, Greece. His research interests include Applications of ICT (Informations and Communication Technologies) to Education, Didactics of Informatics, Adult Education and ICT, Digital Literacy. He is author or co-author of a Monography, approximately 30 published papers and participated (with papers), to more than 120 International or National Scientific Conferences. He has participated also to several research projects and R&D programs. Among others, the years 2008-2011 participated to R&D European Program REVIT (Revitalizing Small Remote Schools for Lifelong Distance e-Learning) as external evaluator and currently participates to VAE Interreg Program (Varical Axes of Egnatia Street) and in two nationwide R&D programs (Training Teachers of Primary and Secondary Education for the Pedagogical Use of ICT and as Member of the Scientific Committee for the Digital Literacy in Second Chance Schools in Greece). He is actually Professor of the Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Greece.