Abstract:
There are teachers that have technology in their classrooms that
is underutilised or not used at all because of factors like technical
problems, lack of training or support or teachers’ negative attitudes.
This study wanted to determine the impact of the use of interactive
whiteboards (IWBs) in primary and secondary urban classrooms
in Pretoria, Gauteng. Interactive whiteboards are one of the
technologies that are most commonly used in education worldwide.
Technology has taken over our lives and it is becoming more
necessary for upcoming generations to become technologically
proficient. The overall purpose of the study was to determine the
external factors, perceived ease of use, perceived usefulness,
the attitudes of educators and learners towards technology, the
behavioural intention to use the technology and the actual use
of the technology according to the technology acceptance model
(TAM).
This was a qualitative case study and the researcher collected
data from three secondary and six primary schools in Gauteng.
She sent questionnaires to the schools and obtained answers
from 30 secondary school and 99 primary school teachers. It was
determined that more primary school teachers use the IWBs than
secondary school teachers and they also use it more effectively.
Most of the teachers find the IWBs easy to use and integrate the technology in their lessons. Teachers also indicated that the IWBs
are very useful for saving their work, it helps them make lessons
more interactive, visual and interesting and that the use of the
technology motivates learners to participate.
