The use of the interactive whiteboard during Home Economics lessons

Abstract

The aim of this dissertation is to investigate whether Home Economics (HE) teachers are making use of the Interactive Whiteboard (IWB) during the lessons and, if so, how and for what purpose they are using it. The study also looks into the IWB's benefits and effects that teachers are experiencing, at which stage of interactivity are the majority of HE teachers using the IWB, as well as issues which are acting as barriers towards further use of the IWB. A mixed methodology approach was used, including a quantitative questionnaire which was administered to all HE teachers who make use of the IWB in all schools around Malta and Gozo and qualitative interviews with HE teachers who in the questionnaire indicated that they make use of the IWB very frequently and also feel competent when using it. Through an analysis of the data collected from fifty-six respondents of the questionnaire and eight interview participants, it was revealed, amongst other findings, that the majority of HE teachers do use the IWB during their lessons. Projection emerged as the most widely IWB function used; however a number of HE teachers are making use of more elaborate IWB functions, therefore achieving higher levels of interactivity. The IWB benefits and effects which were most commonly recognised by teachers included the fact that the IWB enables saving for future use, a wider variety of tools is available for teachers, students' ability to see the information on the screen more easily and increased level of interactivity. A number of factors which act against IWB use were also highlighted; the main ones being the lack of time for practice and preparation and the lack of training given to teachers.