New Perspectives in Science Education

This study was conducted when Interactive Whiteboards [IWBs] were being introduced in science classrooms in Maltese state schools. Gillen et al. [2007], state that the Interactive White Board [IWB] is a device that encourages interactive teaching and learning. One aim of the study was to determine the frequency and nature of use of this resource by Maltese science teachers. It also explored the challenges and needs that these teachers encounter when using these resources. 148 science teachers participated in the questionnaire out of a population of 180. The results revealed that teachers use the IWBs mostly as a presentation tool.

The research also probed into the science administrators’ and learners’ reactions to the introduction of this resource. Ten student focus groups and ten interviews with administrators were held with participants from the ten state colleges. The administrators believed that when used effectively the IWB can support students’ interactivity and understanding. Both teachers and students agreed that simulations and videos help to present scientific concepts in a well-illustrated way that supports learning.

All this prompts teachers to explore new features of the IWB and move away from traditional teaching approaches where the IWB is used as a projector. This move is not a natural outcome of the introduction of the IWB as some teachers are still reluctant to transform their pedagogical practices even if they recognize the tool’s potential in increasing participation, enjoyment and motivation amongst students. It seems that this reluctance may be due to challenges which hinder the IWB use. The most frequently cited challenge amongst teachers is the lack of confidence when using such a resource. This may be attributed to the lack of specialized pedagogical training and technical support. Teachers and administrators participating in this study emphasised the need for adequate pedagogical training in IWB use, efficient ICT support and supplies of educational software resources. This finding prompts the consideration of a proposal made by Miller et al. [2006]. These stated that apart from adequate and functioning equipment, schools need to develop an ICT management team to support teachers.