Interactive Whiteboards (IWBs) are widely used in elementary schools around the world. The aim of this qualitative case study was to evaluate how American elementary public school teachers perceive and use IWBs. Using purposive sample techniques, nine teachers were selected for this study. Data was collected through 2 Skype or phone interviews and teachers’ lesson plan snapshots. The research data was analyzed using Yin’s  model of case study analysis. Generally, study participants had positive attitudes towards IWBs. Measuring them as beneficial, though they identified the need for professional development, additional time for planning and developing new lessons, technological support, and upgrades of the technology. The social change implications from this research encompasses productive practice of elementary teachers for integrating technologies to support 21st century learning
Author (s) Details
Dr. Olga Samsonova
Higher Colleges of Technology, Abu Dhabi Women’s College, Abu Dhabi, UAE.