Measuring Perceived Attributes of the Interactive Whiteboard for the Mathematics Class

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2022-01-02 DOI:10.1080/07380569.2022.2037294

Kevser Erdener, S. Perkmen, M. Shelley, Mehmet Ali Kandemir

{"title":"Measuring Perceived Attributes of the Interactive Whiteboard for the Mathematics Class","authors":"Kevser Erdener, S. Perkmen, M. Shelley, Mehmet Ali Kandemir","doi":"10.1080/07380569.2022.2037294","DOIUrl":null,"url":null,"abstract":"Abstract The main purpose of the current study was to develop and validate a scale of perceived attributes of the interactive whiteboard (IW) for the mathematics class. Rogers’ Diffusion of Innovations Theory served as the theoretical framework. Two groups of participants in Turkey were employed in this study. The first group consisted of 350 middle school students (177 female, 173 male). The second group consisted of 557 high school students (288 female, 269 male). The results of confirmatory factor analysis supported construct validity. However, not enough evidence was available to support its convergent and discriminant validity. The results of multigroup analysis supported measurement invariance across two schools—one middle school and one high school. The perceptions of students toward IW were generally positive. We believe that the scale developed for this study can be used in schools in which IW has been implemented and may contribute to educational technology reform efforts by providing metrics for the degree of success in implementing IW specifically and possibly other forms of instructional technology.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"39 1","pages":"1 - 15"},"PeriodicalIF":1.2000,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"COMPUTERS IN THE SCHOOLS","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/07380569.2022.2037294","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 4

Abstract

Abstract The main purpose of the current study was to develop and validate a scale of perceived attributes of the interactive whiteboard (IW) for the mathematics class. Rogers’ Diffusion of Innovations Theory served as the theoretical framework. Two groups of participants in Turkey were employed in this study. The first group consisted of 350 middle school students (177 female, 173 male). The second group consisted of 557 high school students (288 female, 269 male). The results of confirmatory factor analysis supported construct validity. However, not enough evidence was available to support its convergent and discriminant validity. The results of multigroup analysis supported measurement invariance across two schools—one middle school and one high school. The perceptions of students toward IW were generally positive. We believe that the scale developed for this study can be used in schools in which IW has been implemented and may contribute to educational technology reform efforts by providing metrics for the degree of success in implementing IW specifically and possibly other forms of instructional technology.

查看原文本刊更多论文

数学课堂互动白板感知属性的测量

摘要当前研究的主要目的是为数学课堂开发和验证交互式白板（IW）的感知属性量表。罗杰斯的创新扩散理论是其理论框架。土耳其的两组参与者参与了这项研究。第一组由350名中学生组成（177名女生，173名男生）。第二组包括557名高中生（288名女生，269名男生）。验证性因素分析结果支持结构有效性。然而，没有足够的证据支持其收敛和判别有效性。多组分析的结果支持了两所学校——一所中学和一所高中——的测量不变性。学生对IW的看法总体上是积极的。我们相信，为这项研究开发的量表可以用于实施IW的学校，并可能通过提供具体实施IW以及可能的其他形式的教学技术的成功程度的指标，为教育技术改革做出贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.