Teacher perceptions of interactive whiteboards: A comparison of users and future-users at high school over a one year period
Abstract: This article summarizes and analyzes interview responses over a one year period of four Georgia high school mathematics teachers regarding their individual perceptions about using interactive whiteboards (IWBs) to teach mathematics. Two participants had experience using the technology, while two participants had no significant experience with IWBs. In both years, experienced teachers were asked to describe how IWBs have impacted their mathematics lessons, while teachers with no IWB experience were asked how they thought the technology would impact their mathematics lessons. Data analysis found that the second year IWB users were much more comfortable with the technology after the additional year of experience, while future-users generally maintained their well informed perceptions of IWB capabilities and their intended uses of the technology. Once again, neither group discussed how IWBs can impact student achievement. Professional development and future research questions are noted based on the new findings.