iTILT research on self-efficacy in the use of interactive whiteboards


Paper based on the iTILT project entitled 'A study of self-efficacy in the use of interactive whiteboards across educational settings: a European perspective from the iTILT project' by partner colleagues Hillier, Beauchamp, Whyte just appeared in e-journal of the British Education Studies Association, Vol.5 (2) June 2013 [LINK]


As for the Needs Analysis research in the SmartTVET project (June, 2012: edited report forthcoming) part of the same questionnaire was used it provides some parallel findings and more interesting materials for comparison.


Find the abstract below 

This paper reports on the preliminary findings of an EU-funded project called Interactive
Technologies in Language Teaching (iTILT). The project aims to produce a range of
training materials and resources to support teachers using the interactive whiteboard
(IWB) in foreign language (FL) teaching. The project involves 7 European countries
(Belgium, Netherlands, Germany, France, Spain, Wales and Turkey) with teachers at
differing levels of IWB implementation and proficiency, and encompasses a wide range
of educational sectors from primary through to higher education. During the initial
stages of data collection, teachers involved in the project completed a likert-scale
questionnaire relating to their self-efficacy with both general ICT skills and using a range
of IWB features/tools. Despite the differing educational sectors and IWB experience
amongst the teachers within the project, there was very little variation in responses
between the different countries. Overall, teachers reported high levels of general ICT
self-efficacy but low levels of self-efficacy with particular features and tools of the IWB.
Nevertheless teachers stated that they allowed pupils to use the IWB and remained
positive about the potential benefit of using IWBs to increase pupil participation,
engagement and motivation. The findings are considered in the context of existing IWB
transitional frameworks and implications for teaching in a variety of classroom contexts
are discussed.

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Comment by Laurence Cuffe on June 7, 2013 at 12:20
Nice to see scholarly research in the Topic.

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