TEACHERS' PERCEPTIONS REGARDING THE USE OF INTERACTIVE WHITEBOARDS TO ENHANCE ELEMENTARY LITERACY DEVELOPMENT

Abstract

This research study explored the effective use of interactive whiteboards to prepare students with basic literacy concepts to compete in a global economy. A single case study was employed to explore elementary teachers' adoption rates of interactive whiteboards (IWBs) to improve elementary literacy development. This qualitative narrative approach used observations, interviews, member-checking, and field notes to explore elementary teachers’ perceptions related to professional development training for literacy instruction. The findings of this study revealed themes of integrated technology, instruction, elementary teacher perceptions, and elementary teacher’s self-efficacy about using interactive whiteboards to improve elementary literacy development. the use of the interactive whiteboard as a tool to enhance the teaching and learning of elementary literacy skills. This qualitative methodology was appropriately designed to provide an interpretive analysis of elementary teachers' perspectives that gave voice to their lived experiences (Yin, 2016). A purposeful sample size was utilized of elementary teachers from kindergarten through 2nd grade at an inner-city public school in New York City. The goal of this study was to present the value of the interactive whiteboard for student learning and elementary teachers’ perceptions related to professional development for literacy instruction. The New York City school district comprised 1,722 schools across five boroughs during this study. The participating school in this study was one of 98 schools in district 9 of the Bronx, New York. This inner-city elementary school educates students in grades Pre-K through fifth grade. The targeted population included elementary teachers with three or more years of teaching experience. The sample of participants in this study demonstrated four specific characteristics, (1) they were certified elementary teachers, (2) they had more than three years of teaching experience, (3) they taught grades kindergarten thru 2nd, and (4) they used technology in the classroom for at least one year. The sampling pool of participants consisted of 25 elementary teachers; 15 elementary teachers were general educators, five were intervention specialists, and five were special educators. A sample of 12 elementary teacher participants who met the criteria were sought to provide an adequate voice for elementary teachers’ perceptions regarding the integration of IWBs as a tool to enhance literacy development.