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Parochial School Teachers Instructional Use of the Interactive Whiteboard

Parochial School Teachers Instructional Use of the Interactive Whiteboard

Jillian R. Powers
Copyright: © 2018 |Pages: 26
ISBN13: 9781522528388|ISBN10: 1522528385|EISBN13: 9781522528395
DOI: 10.4018/978-1-5225-2838-8.ch006
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MLA

Powers, Jillian R. "Parochial School Teachers Instructional Use of the Interactive Whiteboard." Handbook of Research on Human Development in the Digital Age, edited by Valerie C. Bryan, et al., IGI Global, 2018, pp. 109-134. https://doi.org/10.4018/978-1-5225-2838-8.ch006

APA

Powers, J. R. (2018). Parochial School Teachers Instructional Use of the Interactive Whiteboard. In V. Bryan, A. Musgrove, & J. Powers (Eds.), Handbook of Research on Human Development in the Digital Age (pp. 109-134). IGI Global. https://doi.org/10.4018/978-1-5225-2838-8.ch006

Chicago

Powers, Jillian R. "Parochial School Teachers Instructional Use of the Interactive Whiteboard." In Handbook of Research on Human Development in the Digital Age, edited by Valerie C. Bryan, Ann T. Musgrove, and Jillian R. Powers, 109-134. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2838-8.ch006

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Abstract

This chapter presents findings from a study that utilized Davis' (1989) Technology Acceptance Model (TAM) to investigate K-8 teachers' instructional usage of the interactive whiteboard (IWB). Through surveying 145 teachers and 40 administrators of the Lutheran Church Missouri Synod schools, the researcher used multiple regression and moderator analyses to examine whether the TAM model helped explain teachers' reported teacher-centered and student-centered instructional IWB use. The results of the study indicated two variables adapted from the TAM, teachers' perceived usefulness (PU) and perceived ease of use (PEOU) of the IWB, contributed to the prediction of teacher-centered instructional usage, and PU contributed to the prediction of student-centered instructional usage. Moderator analysis indicated the variable for teachers' technological pedagogical content knowledge of the IWB moderated the relationships between PEOU of the IWB and each teacher and student-centered instructional usage, as well as between PU of the IWB and teacher-centered instructional usage.

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