Teachers' perceptions of using interactive whiteboards in early years classrooms

This action research study investigated teacher perceptions of incorporating interactive whiteboards (IWBs) to enhance technology, teaching and learning instruction in Early Years (Prep to Year 3) classrooms. It looked at how teachers used and incorporated IWBs in lessons, prepared and selected media and digital resources, and worked collaboratively to support teaching practices. Participants were recruited from a small group of Early Years (Prep to Year 3) teachers who worked at the same school and currently have an IWB in their classroom. This research identified teacher perceptions of pedagogy and practice affecting IWB use in the classroom and what issues faced the teachers with their IWB use, in order to determine the support teachers required to collaboratively prepare media and digital resources to encourage and enhance active IWB involvement across learning areas and develop teaching practices. The research involved teachers collaboratively and individually reflecting on their learning journey. The Australian Curriculum, Assessment and Reporting Authority (ACARA) emphasised the importance of integrating information and communication technology (ICT) across all curriculum areas. As ICT is now an integral part of teaching, this research investigated if and how the use of a particular technology that is, the IWB, influenced pedagogy and what issues teachers needed to overcome. Studies in Australia into the use of IWBs by teachers have been limited although some recent research focused on the importance of IWB in-service teacher training. The majority of studies on the use of IWBs in classrooms have focused on addressing student academic achievements and engagement. To address the limited research on teacher use of IWBs, this qualitative study was based on a participatory action research approach in a naturalistic setting. Participatory action research involves changing or improving a social situation in communities that emphasised participation and action. This study actively examined the teachers use of IWBs based on reflection, data collection, and action to improve education through involving people collaboratively to improve their own teaching skills. The iterative action research modelled cycles of plan, acts, observes, reflect and then plan again for the next cycle. The results from this study focussed on two main areas. The first involved how the teachers understanding of the affordances of the IWB in Early Years (Prep to Year 3) classrooms affected their practice. The second explored the support and educational opportunities needed for teachers to make meaningful use of the IWB in Early Years classrooms