Teacher Perceptions of Interactive Whiteboards: A Comparison of Users and Future-Users in High School and Middle School Mathematics

This article summarizes and analyzes interview responses of six Georgia math teachers regarding their individual perceptions about interactive whiteboards (IWBs). Half of the participants had experience using the technology, while the other half had no significant experience with IWBs. Each teacher was interviewed privately about their perceptions of IWBs. Experienced teachers were asked to describe how IWBs have impacted their mathematics lessons, while teachers with no IWB experience were asked how they thought the technology would impact their mathematics lessons. Data analysis found IWBs users and future-users were well informed regarding the capabilities of the technology. Both IWBs users and non-users described similar uses (intended uses) of the technology. Neither group discussed how IWBs can impact student achievement. Professional development implications will be discussed in the final paper.