Integration of interactive whiteboard technology in teaching primary science / Lai Mei Lan
The research aimed to explore science teachers’ integration of IWBT for teaching and learning in a selected fully equipped IWBT Chinese primary school. In relation to this, factors that could lead to the reluctance in the integration of IWBT were determined and an instructional guide for more eff...
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| Format: | Thesis |
| Published: |
2019
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| Subjects: | |
| Online Access: | http://studentsrepo.um.edu.my/15041/1/Lai_Mei_Lan.pdf http://studentsrepo.um.edu.my/15041/2/Lai_Mei_Lan.pdf http://studentsrepo.um.edu.my/15041/ |
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| Summary: | The research aimed to explore science teachers’ integration of IWBT for teaching
and learning in a selected fully equipped IWBT Chinese primary school. In relation
to this, factors that could lead to the reluctance in the integration of IWBT were
determined and an instructional guide for more effective integration of IWBT to
overcome reluctance for science teaching and learning was put forward. The research
utilised a qualitative case study approach. The case selected for the study was the
bounded system of an a typical Chinese government aided primary school within
which the use of IWBT in the science classroom was investigated. There were six
teachers from standard one to standard six who participated in the study. Multiple
data collection techniques were utilised. Thirteen lesson observations and six
interviews were recorded after the lesson observations. The documents related to the
lessons were also collected to gain more understanding about IWBT integration and
for triangulation purposes. Analysis revealed that the majority of the IWBT features
were not utilised by the teachers. From a technological perspective most of the
science teachers only managed to use 1 to 2 features of the IWBT in their teaching
and learning activities in the classrooms. The most frequently used features were the
‘freeze’ and ‘zoom in’ of the visualizer but none of the interactive whiteboard
features were utilised. Four factors that emerged from the study data which may lead
to reluctance in the integration of IWBT in science classrooms, were ‘Time’,
‘Training’, ‘Attitude’ and ‘Unsolved Technical Problems’. In order to overcome the
reluctance in integrating IWBT in the science classroom, an IWBT instructional
guide booklet for science lessons based on the topics observed during the length of
the study was prepared. The instructional guide covered topics from Year 1 until
Year 6 of Primary Science of the Malaysian Curriculum. The IWBT instructional guide booklet suggests ideas for more effective integration of IWBT in the science
classrooms. The users of the IWBT instructional guide booklet can select the IWBT
features according to classroom activities and time frames proposed in the guide. The
novelty of the IWBT instructional guide booklet is that science process skills can
simultaneously be infused. Finally, the richness of the data collected allowed for the
formulation of a rubric specifically to assess science teachers’ TPACK elements in
integrating IWBT. The TPACK model underpinned the theoretical framework of the
study. This rubric could be a future tool that can be used among teachers in schools,
though more testing is needed. Implications of this research as well as some
suggestions for further research were put forward.
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