An Investigation of the predictors of pre-service teachers’ behavioral intentions and perceived enablers and barriers pertaining the use of interactive whiteboard in education

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2015
Aslan, Orhan
As the technology advances and becomes a part of our daily lives, the integration of technology into education becomes necessary. This study aims to investigate the predictors of pre-service teachers’ behavioral intention to use interactive whiteboards within the framework of Unified Theory of Acceptance and Use of Technology and their perceptions about the enablers and barriers pertaining to the use of interactive whiteboards. There were two instruments that were used to collect data for the study: interactive whiteboard (smart board) questionnaire consisting of a demographic part and a main part including adapted survey questions along with an interview guide. The data for the survey were collected at the spring semester of 2014-2015 academic year from 153 pre-service teachers enrolled in six departments under the Faculty of Education at a state university. Qualitative data were collected through interviews from 10 pre-service teachers. The results indicated that attitude toward using technology, social influence, performance expectancy and effect expectancy were the predictors of pre-service teachers’ intention to use interactive whiteboards. In addition, qualitative analysis of data revealed that pre-service teachers use interactive whiteboards because it attracts attention, provides students’ active involvement, efficiency, enhanced visuality and interactivity, acts as an additional resource, and provide efficiency. Also, recommendation of faculty members and intention for future use considering a balanced use of boards along with traditional methods have an influence on their intention to use this technology. However, there were still some barriers that should be taken into consideration. These were found to be underutilizing and misusing the technology, confrontation with problems, reluctance to use and feeling of insufficiency with regards to intention to use. In addition, availability, training, additional supplementary resources, technical support and concerns about the differences between logistics of the public and private schools were the main barriers or concerns stated by the pre-service teachers. It was concluded that pre-service teachers are expected to utilize this technology into their classrooms provided that their designated concerns are taken into consideration.

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Citation Formats
O. Aslan, “An Investigation of the predictors of pre-service teachers’ behavioral intentions and perceived enablers and barriers pertaining the use of interactive whiteboard in education,” M.S. - Master of Science, Middle East Technical University, 2015.