Theses and Dissertations

Date of Award

2024

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Karen Kimball

Committee Member

Bruce Foster

Committee Member

Kimberly Durham

Keywords

technology, integration, education, Interactive Whiteboards, professional development, teacher perceptions

Abstract

The purpose of this qualitative case study was to explore teachers’ perceptions, attitudes, and behaviors regarding the use of Interactive Whiteboards as part of their instructional process. The study focused on the impact of this new technology on the teachers at one public high school in South Florida. Participants were teachers from this school, both male and female, implementing Interactive Whiteboards as a resource for using technology to teach students in Grades 9-12. Integrating technology in the classroom was a 21st Century initiative that had spread throughout the United States.

Participants were eight teachers recruited from the study site to complete a Teacher Questionnaire and were interviewed in a semi-structured format for this non-experimental descriptive quantitative applied dissertation. Data were analyzed for teacher perspectives identified with associated trends and themes on integrating technology in education through the use of Interactive Whiteboards. Recommendations included ongoing, sustainable professional development for teachers on technology integration and for school districts to support and continue technology integration in the educational process. Findings included the use of Interactive Whiteboards for technology-based instruction increased student engagement in learning.

The results of this study were shared with administrators from the school, region, and district for them to determine the benefits and drawbacks of implementing technology-based programs to increase student learning. The results of the study benefitted teachers, parents, students, administrators, school board members, community members, and education researchers.

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