A Study of EFL Teachers' and Elementary School Administrators' Attitudes toward Implementing Interactive Whiteboards in Taipei Public Elementary Schools

For the last decade, studies on Interactive Whiteboards (IWBs) have gained great attention, particularly in the field of education. Many studies have been conducted to examine the (in)-effectiveness of IWBs and the factors leading to it, primarily from either the administrative or the instructional perspective. In Taiwan, the installation of IWB is not uncommon; however, studies on how IWBs have been used in English as a foreign language (EFL) classroom in elementary schools are underdeveloped. To enrich the current literature, this study intends to investigate how IWBs are used in EFL classrooms in public elementary schools from both the administrators' and the EFL teachers' perspective. A total of 46 administrators and 52 EFL teachers who serve in Taipei public elementary schools participated in the study by responding to a questionnaire. Seven of the EFL teachers were also interviewed. The results show that although IWBs are well received with some concerns (e.g., high installation fee and negative effect on the eyesight), IWBs are widely installed in Taipei public elementary schools and are used based on EFL teachers' familiarity with the functions, their perceived benefits (e.g., saving time), and their preferences for instruction (e.g., used for games and conversations). Both administrators and EFL teachers tend to view IWBs positively. No significant difference was found in terms of their attitudes toward and perceptions of IWBs. Based on the results of the study, theoretical and pedagogical implications are addressed for educators, school administrators, EFL teachers, and IWB developers. Suggestions for further studies are made. (250 words)

並列關鍵字

Administrators ； Attitude ； EFL Teachers ； Interactive Whiteboards ； Perception

國際替代計量

全文下載

主題瀏覽