Universal Journal of Educational Research Vol. 2(3), pp. 262 - 270
DOI: 10.13189/ujer.2014.020310
Reprint (PDF) (402Kb)

Pre-Service and In-Service Teachers’ Perceptions toward White Board System Prior to Actual Experience

Ju Park ^*
School of Education, Indiana University Northwest

ABSTRACT

Using sample of survey data by pre-service and in-service teachers attending at a regional campus, this study examined how undergraduate and graduate students, in education major, perceived interactive white boards (IWB), and described implications of how the system can be used effectively, based on student-centered pedagogy. Although the participants saw a great potential to facilitate learning interaction and to promote student engagement with the IWB, issues of product training and funding for purchase were mainly concerned. Additionally, this study suggested that the participants’ current perceptions toward the use of IWB may shift to more or less positive, if granted the opportunity to operate IWB in their local schools, since perceptions are transitioned through real life experience.

KEYWORDS
Interactivity, SMART Board, Learning Process

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Ju Park , "Pre-Service and In-Service Teachers’ Perceptions toward White Board System Prior to Actual Experience ," Universal Journal of Educational Research, Vol. 2, No. 3, pp. 262 - 270, 2014. DOI: 10.13189/ujer.2014.020310.

(b). APA Format:
Ju Park (2014). Pre-Service and In-Service Teachers’ Perceptions toward White Board System Prior to Actual Experience . Universal Journal of Educational Research, 2(3), 262 - 270. DOI: 10.13189/ujer.2014.020310.