Interactive Whiteboards: Do Teachers Really Use Them Interactively
dc.authorscopusid | 56538719100 | |
dc.authorscopusid | 56275797600 | |
dc.authorwosid | Tatli, Cemal/Aab-8350-2020 | |
dc.contributor.author | Tatli, Cemal | |
dc.contributor.author | Kilic, Eylem | |
dc.date.accessioned | 2025-05-10T17:40:16Z | |
dc.date.available | 2025-05-10T17:40:16Z | |
dc.date.issued | 2016 | |
dc.department | T.C. Van Yüzüncü Yıl Üniversitesi | en_US |
dc.department-temp | [Tatli, Cemal] Mus Alparslan Univ, Dept Comp Educ & Instruct Technol, Fac Educ, Mus, Turkey; [Kilic, Eylem] Yuzuncu Yil Univ, Dept Comp Educ & Instruct Technol, Fac Educ, Van, Turkey | en_US |
dc.description.abstract | The aim of this quantitative study is to examine high school teachers' use of specific features of interactive whiteboards (IWBs). During the 2012-2013 academic school year, 535 teachers in pilot schools from 10 provinces under the FATIH Project (Movement of Enhancing Opportunities and Improving Technology) participated. Data were collected through a three-factor usage level scale developed by the researchers and analyzed through descriptive statistics and non-parametric tests. No significant difference was found between the use of the interactive features of an IWB and sex, education level, or subject area. However, a significant difference was found between the use of interactive features and professional experience, city, computer ownership, in-field IWB training, previous IWB experience, usage duration, frequency of use, and the case of suggesting the use of IWBs to other teachers. | en_US |
dc.description.woscitationindex | Social Science Citation Index | |
dc.identifier.doi | 10.1080/10494820.2015.1016536 | |
dc.identifier.endpage | 1455 | en_US |
dc.identifier.issn | 1049-4820 | |
dc.identifier.issn | 1744-5191 | |
dc.identifier.issue | 7 | en_US |
dc.identifier.scopus | 2-s2.0-84924142872 | |
dc.identifier.scopusquality | Q1 | |
dc.identifier.startpage | 1439 | en_US |
dc.identifier.uri | https://doi.org/10.1080/10494820.2015.1016536 | |
dc.identifier.uri | https://hdl.handle.net/20.500.14720/15151 | |
dc.identifier.volume | 24 | en_US |
dc.identifier.wos | WOS:000386675300005 | |
dc.identifier.wosquality | Q1 | |
dc.language.iso | en | en_US |
dc.publisher | Routledge Journals, Taylor & Francis Ltd | en_US |
dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |
dc.rights | info:eu-repo/semantics/closedAccess | en_US |
dc.subject | Interactive Whiteboards | en_US |
dc.subject | Classroom Technology | en_US |
dc.subject | Interactivity | en_US |
dc.subject | Fatih Project | en_US |
dc.title | Interactive Whiteboards: Do Teachers Really Use Them Interactively | en_US |
dc.type | Article | en_US |