High School Mathematics Teachers and Interactive Whiteboards: A Longitudinal Study of 2 Users and 2 Future-Users, Year 3

This article summarizes and analyzes interview responses over a three year period of four Georgia high school mathematics teachers regarding their individual perceptions about using interactive whiteboards (IWBs) to teach mathematics. In the first year, two IWB experienced mathematics teachers were asked to describe how IWBs have impacted their mathematics lessons while two mathematics teachers with no IWB experience were asked how they thought the technology would impact their mathematics lessons. In year two and three, the same experienced users and future users were asked follow-up questions about IWBs. Data analysis found that the IWB users were much more comfortable with the technology after the additional years of experience and were trying new pedagogical methods. Future-users generally maintained their well informed perceptions of IWB capabilities and their intended uses of the technology. Professional development and future research questions are noted based on these findings.