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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: 9781522556312|ISBN10: 1522556311|EISBN13: 9781522556329
DOI: 10.4018/978-1-5225-5631-2.ch069
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MLA

Powers, Jillian R. "Parochial School Teachers Instructional Use of the Interactive Whiteboard." Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 1502-1527. https://doi.org/10.4018/978-1-5225-5631-2.ch069

APA

Powers, J. R. (2018). Parochial School Teachers Instructional Use of the Interactive Whiteboard. In I. Management Association (Ed.), Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 1502-1527). IGI Global. https://doi.org/10.4018/978-1-5225-5631-2.ch069

Chicago

Powers, Jillian R. "Parochial School Teachers Instructional Use of the Interactive Whiteboard." In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1502-1527. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5631-2.ch069

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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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