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increased confidence in and usage of the IWB.
Additionally, the answers suggest that more
time for individual self-training and exploration would be preferred instead. However, the
training the participants had received was decisive for their integration of the IWB in ELT.
Interview Question 12: What prevents you from using the IWB more interactively in ELT?
As mentioned earlier the participants most frequently used the IWB to show information on
and there was a desire among the participants to use the IWB more interactively in their
teaching, but time and knowledge prevented them from it.
Teacher Teachers’ responses in Swedish
Responses translated into English
T1
”Tidsbrist, det e klart att jag skulle kunna
leta upp övningar, men de tar rätt lång
tid”
“Lack of time. I could of course try to
find
exercises, but it takes a lot of
time”
T2
“Okunskap. det handlar ju också om att
jag måste sätta mig in mer i olika
webbsiter som är användbara i Engelskan
och ta mig tid att faktiskt laborera med de
olika funktionerna”.
“Ignorance. I need to find out more
about different websites that are
useful for English and take the time to
actually experiment with the different
functions”
T3
“Tid! Det handlar om prioriteringar.
Skulle vilja att tid skapas så jag kan sätta
mig in mer i det”
“Time. It’s about priorities. I would
like to have more time to familiarize
myself with it”
T4
“Jag har inte lärt mig alla funktioner på
den än för jag har
inte haft tid att sitta och
testa allting”.
“I haven’t learned all the functions on
it because I haven’t had time to sit
down and try everything”
Moreover, lack of knowledge and time were factors that prevented the participants from using
the IWB as much and interactively as they would have ideally preferred. They did not have
the time to find new, stimulating and appropriate exercises for ELT. However, the answers
also seem to suggest that it all comes down to prioritization. The teachers have to
allot time to
explore the practical functionalities of the IWB and various sites on the Internet to expand
their knowledge and increase their interactive usage of the IWB in ELT.
Although, the responses above show that time and knowledge prevent the participants from
using the IWB as interactively as they would prefer, the responses also indicate that the
participants’ utilization of the IWB has progressed and moved towards a more interactive and
advanced level of usage. Accordingly, there have been some changes in the participants’ ways
of using the IWB in ELT now compared to in the beginning.
Teacher Teachers’ responses in Swedish
Responses translated into English
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T2
“Det va väldigt trevande i början, man
gjorde inte så mycket på dem, använde
den till att skriva på. Medan nu då, just
som jag sa, att man kanske länkar
någonting
och visar video och audio
klipp”.
“It was tentative in the beginning, I did
not do much with them, I used it to
write on. While now, as I said, I might
link something
and show video and
audio clips on it”.
T3
“Jag tror jag använde den bara till
planering…Övningar och sånt kom lite
senare”.
“I think I only used it for planning at
first, exercises and such came later”.
T4
“Mer nu, men jag använde den ganska
mycket från första början genom att visa
lektionsplanering men att jag använder
mer som ett interaktivt hjälpmedel nu
allteftersom”.
“More now, but I used it some already
from the beginning to show the
planning on, but I
gradually use it
more as an interactive tool now”.
Consequently, training, time and more regular usage of the IWB have had an impact on the
participants’ usage of the IWB. Furthermore, not only has time and change influenced the
way the participants use the IWB, but it has also increased the frequency of application of the
IWB in their lessons. Lastly, the participants’ attitudes and the positive effect the IWB seems
to have on the pupils’ motivation are other factor that seemed to encourage the participants to
use the IWB in ELT.
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