The use of interactive whiteboards by Prince Edward Island high school teachers

Abstract

This Masters of Education thesis used a questionnaire to examine Prince Edward Island high school teachers’ self-reported practices related to interactive whiteboards in their classrooms and the factors influencing their interactive whiteboard use. Despite research suggesting that interactive whiteboards have the potential to improve student academic achievement, the extent to which this technology can actually achieve these claims was likely dependent on many factors. Factors identified in this thesis as hindering teachers’ interactive whiteboard use and by extension, students’ learning, were the understanding of what interactivity with an interactive whiteboard is, teachers’ attitudes towards using interactive whiteboards, and the theoretical and practical training provided to teachers