Challenges and Solutions for Teachers' Use of Interactive Whiteboards in High Schools

The paper reports on the challenges teachers encountered in the use of interactive whiteboards in high schools to make improvement. The Gauteng Department of Basic Education's robust paperless initiative of introducing tablets, interactive whiteboards (IWBs), and smart classrooms in all public schools in Gauteng Province, motivated this study. In addition, little is known about teachers' academic self-efficacy when using an IWB-based teaching method. It was found that teachers experienced challenges in utilizing the IWB in teaching and learning. Participants were 123 teachers from four high schools in Tshwane North District, Gauteng, South Africa. More than half (57.8%) of the teachers were females. Most of the teachers (92.7%) received formal training on the use of IWBs. The mixed method was applied to better understand the phenomenon. Observation and individual semi-structured interviews were used to collect data for the qualitative aspect. On the other hand, Bandura's adapted problem-solving self-efficacy survey questionnaire was used to address the quantitative part. Quantitative data were analyzed using SPSS version 25 frequency distributions and percentages. On the other hand, qualitative data were analyzed with the aid of Atlas ti. The results show that 75.6% of the teachers indicated that they cannot solve problems at 90% when using IWBs in class. The challenges found in this study relate to technic, teaching material and lessons, lack of engagement, health, and lack of electricity. It was indicated that if teachers could adopt positive problem orientation, they could be successful in solving the problem with the use of IWBs. It is necessary to investigate the efficacy of the solutions presented in this study when using IWBs.