34
and Glover, ibid). This showed the importance of adequate time for
training and can be
compared to the participants’ responses in this study. However, the responses express the
impossibility of this, since time for individual self-training and exploration did not exist in the
participants’ busy teaching schedules. Nevertheless, the participants’ responses also imply
that it depended on prioritization. It was every teacher’s individual responsibility to spend
time on developing their knowledge and resources of interactive learning activities.
Furthermore, the responses express the fact that the participants in this study were not eager
enough to spend more of their now very limited lesson-free time to
search for new suitable
material and to learn new functions on the IWB. As mentioned above according to Betcher
and Lee (op cit) for a new technological device to become rapidly effective the teachers have
to be enthusiastic and very eager to quickly learn the functions on the new tool. Despite the
participants’ positive attitude, it has taken a long time for them to use the IWB
for its intended
purposes and the responses seem to indicate that the IWB was still not used to its full
potential. Consequently, the insufficient amount of time available for self-training resulted in
deficiencies in the participants’ knowledge and influenced their usage of the IWB negatively.
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