Qualitative Analysis
The researcher conducted face-to-face interviews with eight female teachers at primary schools in Ha’il City, Saudi Arabia. The purpose of the interviews was to assess teachers’ attitudes toward the use of Interactive Whiteboards (IWBs). During the analysis, the researcher aimed to answer the following questions:
- How are IWBs used in primary schools in Ha’il City?
- What is the usefulness of IWBs for guiding teachers and their students?
- What are the attitudes of primary school teachers in using IWBs in classrooms?
- Our primary school teachers trained to use IWBs in their teaching and do they need more training to become more effective?
- What barriers limit teachers from using IWBs in Ha’il City primary schools?
The thematic and content analysis was the qualitative tool used for evaluating the interviews. In the current research, both thematic and content analyses implied the examination and recording of repeating patterns in data sets to determine primary school teachers’ attitudes toward IWB implementation.
After analyzing the interviews regarding the implementation of IWBs in a primary school setting, it is important to revisit the initial research questions and determine whether the results of the analysis could give relevant answers. As evidenced by the teachers’ responses, Interactive Whiteboards are used in primary schools in Ha’il City, Saudi Arabia. Five out of eight teachers displayed a positive attitude toward IWB implementation on a long-term basis, while four out of eight indicated that the tool had already supported their teaching practice. Positive benefits of IWB use included the ability to save time, get students’ attention, and make teaching easier overall. However, half of the interviewed teachers mentioned that they did not use IWB as the main supportive tool for their practice. Therefore, while IWBs are used in Ha’il City primary schools, not all teachers support their permanent implementation.
In terms of IWB usefulness, key themes found during the analysis of interviews were split between “traditional blackboards are better” and “IWBs are better,” with the latter category prevailing in the responses. The interviewed teachers indicated that IWBs were useful because they saved time, attracted students’ attention, allowed teachers to arrange new information more effectively, and had better lighting. Nevertheless, it must be mentioned that three out of the eight teachers stated that traditional blackboards were more effective when teaching primary school students. Only one teacher considered IWB and traditional blackboards as equal, which cannot be considered as a dominant theme in interviews.
The topic of training was especially relevant to the discussion for several reasons. First, five out of eight teachers mentioned that they had some experience with IWB training courses, which is a positive finding. Second, four out of five teachers who had received training mentioned that the training that they had was ineffective or was too short for them to acquire any positive skills in the use of IWB. Third, out of three teachers who did not receive any training on the use of interactive whiteboards, only one had attended computer courses, which enhanced her knowledge of technologies. It should be mentioned that during the interviews, the teachers expressed their desire to attend courses and learn more. Overall, the analysis of the interviews indicated that IWB courses available to primary school teachers were not enough to guarantee their effectiveness.
Lastly, barriers to IWB implementation in Ha’il City primary schools will be discussed. Seven out of eight teachers mentioned several aspects that limited their implementation of interactive whiteboards when teaching primary school students. Main trends in IWB barriers included difficulties regarding the maintenance of technologies, the inability to use them when there were problems with electricity, dangers of children ruining IWBs, and challenges linked to students’ concentration and vision. The mentioned challenges point to the fact that without proper training, teachers find it problematic to use interactive whiteboards. Therefore, there is a need to address the issue of primary school teachers’ training in the use of various technology-based tools in their teaching practice.