NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED568304
Record Type: Non-Journal
Publication Date: 2013
Pages: 125
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-3749-4
ISSN: N/A
An Investigation of the Effects of Interactive Whiteboards as Perceived by Ohio High School Foreign Language Teachers
Langan-Perez, Julie
ProQuest LLC, Ph.D. Dissertation, The University of Toledo
Grounding education in technology with a global orientation is relevant to educating students in the United States today. A technology-oriented education with a global orientation can prepare students to be in a position to use technology and interact with others on a global scale. One example of a technology tool is Interactive Whiteboards (IWBs). Some teachers have access to IWBs and some teachers do use them for instruction, but there is a lack of information pertaining to which teachers have access to IWBs and IWB instructional use by subject area and grade level. This leaves open to question if Ohio high school foreign language teachers are contributing to the preparation of students to participate in a global setting through technology-integrated instruction by using IWBs in their lessons as they teach students a foreign language and about other cultures. The purpose of this study is to investigate the relationship between Ohio high school foreign language teachers' self-reported IWB instructional use and their perceptions of the instructional effects of IWBs on teaching and student learning, their perceptions of motivational effects of IWBs on teachers and their perceptions of effects of IWBs on student engagement. Investigating if there is a relationship between Ohio high school foreign language teachers' self-reported instructional use of IWBs and their perceptions of instructional effects of IWBs on teaching and student learning, their perceptions of motivational effects of IWBs on teachers and their perceptions of effects of IWBs on student engagement may help identify why Ohio high school foreign language teachers may or may not choose to use an IWB for instruction and reveal what divides those teachers who do attempt to incorporate IWB technology into the classroom from those who do not make such an attempt. This study was also conducted with the aim of creating awareness of IWB instructional use among high school foreign language teachers and school administrators in Ohio. This investigation revealed that teachers who do not use IWBs for instruction, regardless of IWB access, do not necessarily have poorer perceptions of IWBs in comparison to those who do use IWBs for instruction. Among high school foreign language teachers who have IWB access and use IWBs for instruction, the more frequently IWBs were used for instruction, the more positive their perceptions were regarding the effects of IWBs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio