Teachers and Interactive White Boards: A Qualitative Investigation in the Margin of Technophobia

Keywords: ICT in education, teachers, technology usage, interactive white boards (IWBs), technophobia, content analysis

Abstract

This study aimed at investigating teachers’ Interactive White Boards (IWB) integration in the margin of psychological model of technophobia (Brosnan, 1998). The data were collected by a questionnaire including nine open-ended questions and demographics. The study was conducted in qualitative approach. 80 teachers participated from different disciplines and regions of Turkey. According to results, teachers’ meaning units assigned to usefulness, ease of use, self-efficacy and fun were more frequent than (f = 345) non-usefulness, difficulty of use, inefficacy, and anxiety (f = 217). The study emphasized a range of factors from diffusion of innovation and cultural aspects concerning the adoption of IWBs.

Author Biography

Tuğba KOCADAĞ ÜNVER, Tokat Gaziosmanpasa University
Tokat Gaziosmanpasa University Faculty of Education Department of Computer Education and Instructional Technologies Taşlıçiftlik Campus Floor: 2, Room No: A-224, Postal Code: 60250 Taşlıçiftlik / Center / TOKAT / TURKEY E-mail  : tugba.kocadag@gmail.com, tugba.kocadag@gop.edu.tr Phone   : +90 356 252 1616  (3567)
Published
2020-09-02
How to Cite
BARDAKCI, S., & KOCADAĞ ÜNVER, T. (2020). Teachers and Interactive White Boards: A Qualitative Investigation in the Margin of Technophobia. Australian Educational Computing, 35(1). Retrieved from https://journal.acce.edu.au/index.php/AEC/article/view/220
Issue
Vol 35 No 1 (2020): Australian Educational Computing
Section
Research Articles (Refereed/Reviewed)

Copyright (c) 2020 Salih BARDAKCI, Tuğba KOCADAĞ ÜNVER

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