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ICT in the Classroom: Primary Education Student Teachers' Perceptions of the Interactive Whiteboard during the Teaching Practicum

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Title: ICT in the Classroom: Primary Education Student Teachers' Perceptions of the Interactive Whiteboard during the Teaching Practicum
Language: English
Authors: Olivares, Daniela D. (ORCID 0000-0002-1703-718X), Castillo, Rodrigo R.
Source: Education and Information Technologies. Nov 2018 23(6):2309-2321.
Availability: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Interactive Video, Bulletin Boards, Educational Technology, Technology Uses in Education, Student Teachers, Elementary School Teachers, Technology Integration, Teaching Methods, Foreign Countries, Practicums, Student Teacher Attitudes
Geographic Terms: Chile
DOI: 10.1007/s10639-018-9716-4
ISSN: 1360-2357
Abstract: A literature review on perceptions of the interactive whiteboard during the teaching practicum shows that there has been insufficient analysis of student teachers' perceptions of Information and Communication Technology (ICT). However, these perceptions are highly useful to create a full picture of the effectiveness -- and indeed the drawbacks -- of using ICT in the classroom. In this study, we examine and analyse evidence from teaching practica to assess the success of ICT -- specifically the interactive whiteboard -- as a teaching tool, using a qualitative method. The accounts are first-hand, scientific reflections made by student teachers from La Serena, Chile, during their teaching practicum in primary schools; for this reason they are extremely useful in analysing this teaching tool's effectiveness in the classroom. Among the main results for students' perceptions of incorporating technology as part of their training, we found a set of variables for good practice when using the interactive whiteboard, including: incorporating technology as an engaging didactic resource; making the most of technology for improving learning; determining when best to use the whiteboard; and identifying any limiting factors together with students' suggestions for improvement.
Abstractor: As Provided
Number of References: 16
Entry Date: 2018
Accession Number: EJ1192443
Database: ERIC
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  Data: A literature review on perceptions of the interactive whiteboard during the teaching practicum shows that there has been insufficient analysis of student teachers' perceptions of Information and Communication Technology (ICT). However, these perceptions are highly useful to create a full picture of the effectiveness -- and indeed the drawbacks -- of using ICT in the classroom. In this study, we examine and analyse evidence from teaching practica to assess the success of ICT -- specifically the interactive whiteboard -- as a teaching tool, using a qualitative method. The accounts are first-hand, scientific reflections made by student teachers from La Serena, Chile, during their teaching practicum in primary schools; for this reason they are extremely useful in analysing this teaching tool's effectiveness in the classroom. Among the main results for students' perceptions of incorporating technology as part of their training, we found a set of variables for good practice when using the interactive whiteboard, including: incorporating technology as an engaging didactic resource; making the most of technology for improving learning; determining when best to use the whiteboard; and identifying any limiting factors together with students' suggestions for improvement.
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