The blooming and diverse literature on implementation of interactive whiteboards in education, in general, praises their effectiveness in learning and teaching. Despite their deceivingly ordinary appearance, they are reported to facilitate the integration of multimedia in the classroom, boost learner activity, support development of the 21st century literacies, and cater to different learning styles. However, the acquisition of the technology is disproportionate to the adequate training of the teachers on its use and schools‘ systematic plan on its integration. Critical theory of learning technology lays its emphasis on contextualizing the technology and accounting for various factors of its integration, such as the inherent nature of the technology, teacher‘s affective and cognitive attitudes, and students‘ awareness of its benefits. This paper focuses on teachers‘ pedagogical beliefs as the grass roots of any change in learning and teaching. Special attention is paid to resistant adopters as they need the most scaffolded and guided training. Therefore, the aim of this paper is twofold. Primarily, it will present arguments advocating use of IWBs, collected from the reviewed studies. Secondly, it will map attitudes and beliefs of the teaching staff at the Faculty of Philosophy in Kosovska Mitrovica and Business School of Applied Studies in Blace regarding the use of interactive whiteboards in teaching.


IEEE format

A. Janković, M. Spasić-Stojković, D. Spasic, “Pedagogical Return on Interactive Whiteboard Investment: Teachers Beliefs,” in Sinteza 2017 - International Scientific Conference on Information Technology and Data Related Research, Belgrade, Singidunum University, Serbia, 2017, pp. 503-510. doi: 10.15308/Sinteza-2017-503-510 

APA format

Janković, A., Spasić-Stojković, M., Spasic, D. (2017). Pedagogical Return on Interactive Whiteboard Investment: Teachers Beliefs. Paper presented at Sinteza 2017 - International Scientific Conference on Information Technology and Data Related Research. doi:10.15308/Sinteza-2017-503-510

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