TPACK in Elementary and High School Teachers’ Self-reported Classroom Practices with the Interactive Whiteboard (IWB)

Oct 15, 2026

The interactive whiteboard (IWB) is increasingly used in classrooms, yet how teachers integrate it into daily teaching practices remains insufficiently understood. This paper investigates elementary and high school teachers’ self-reported practices through the Technological Pedagogical Content Knowledge (TPACK) framework. Data were collected from discussion groups with 30 teachers. Results indicate a predominance of technological pedagogical knowledge (TPK) and technological knowledge (TK) across grade levels, gender, and years of teaching experience.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Conceptual Framework

Definition of the Interactive Whit

Volume 42 (5)– Special Issue / Numéro spécial Fall/automne 2016 TPACK in Elementary and High School Teachers’ Self-reported Classroom Practices with the Interactive Whiteboard (IWB) Connaissances abordées dans les pratiques déclarées d’enseignants duprimaire et du secondaire qui exploitent le tableau numérique interactif (TNI) en classe Sonia Lefebvre, Université du Québec à Trois-Rivières Ghislain Samson, Université du Québec à Trois-Rivières Alexandre Gareau, Université du Québec à Trois-Rivières Nancy Brouillette, Université du Québec à Trois-Rivières Abstract The interactive whiteboard (IWB) is increasingly used for teaching and learning in the classroom. Nevertheless, the ways that teachers incorporate this tool within their teaching practices remain poorly understood. This paper examines elementary and high school teachers’self-reported practices with the IWB. The conceptual framework centers on teachers’ selfreported practices as well as the Technological Pedagogical Content Knowledge (TPACK) model, a framework for successful integration of technology into teaching. Data were collected from discussion groups with 30 teachers. Overall, the results show a predominance of technological pedagogical knowledge (TPK) and technological knowledge (TK) regardless of grade level, gender, or years of teaching experience. Résumé Le recours au tableau numérique interactif (TNI) à des fins d’enseignement et d’apprentissage à l’école est de plus en plus fréquent. Cependant, les pratiques des enseignants qui exploitentl’outil sont encore mal connues. L’objectif de cette recherche est de rendre compte des connaissances que des enseignants du primaire et du secondaire mobilisent dans leurs pratiquesdéclarées au regard du TNI. Le cadre conceptuel repose sur des pratiques enseignantes déclaréeset des connaissances (modèle TPaCK) à déployer pour assurer une intégration réussie des outils technologiques. Les données ont été recueillies auprès de 30 enseignants participant à des groupes de discussion et traitées selon une analyse de contenu. Globalement, les résultats montrent une prédominance de connaissances technopédagogiques (TP) et technologiques (T) chez les participants, peu importe l’ordre d’enseignement, le genre de l’enseignant oul’expérience en enseignement. Introduction Use of the interactive whiteboard (IWB) is growing, and it is increasingly present in the classroom. However, the fact that the IWB is available does not necessarily mean that it is used, let alone effectively integrated into teaching practices. Considered an innovation in terms of worldwide classroom use, albeit to varying degrees across nations (BECTA, 2007), the advantages ofthe IWB, according to Lefebvre and Samson’s 2013 review, include keeping students interested and motivated, helping them understand abstract concepts, and enabling teachers to improve their teaching practices. The IWB can also accommodate a wide variety of needs, such as students’ learning problems (Knight, Browder, Agnello & Lee, 2010), such as the possibility of representing better disciplinary concepts. It is an effective tool for implementing pedagogical changes (Warwick, Hennessy & Mercer, 2011) . It is also an effective tool for implementing pedagogical changes (Warwick, Hennessy & Mercer, 2011). Despite these recognized advantages, teachers rarely use the interactive potential of the IWB (Lefebvre & Samson, 2013). What gets displayed on the screen appears to depend mainly on the resources that are available, as well as the teacher’s ability to use the IWB for learning (CEFRIO, 2014). Whereas Al-Qirim (2011) noted a preference for traditional teaching with the IWB, Lewin, Somekh, and Steadman (2008) and Miller and Glover (2002) found that teachers were willing to change their pedagogical practices when they used it. However, many authors acknowledge that limited scientific data is available on the IWB’s pedagogical uses (Gashan & Alshumaimeri, 2015; Karsenti, 2016; K

FAQs

What does the study aim to understand about teachers’ IWB use?

The study aims to identify the roles of different kinds of knowledge that elementary and high school teachers deploy when integrating the IWB, based on their self-reports.

Which framework guides the analysis of technology integration?

The paper centers on the Technological Pedagogical Content Knowledge (TPACK) model, focusing on the interplay between teachers’ technological, pedagogical, and content knowledge.

What overall results are found regarding teachers’ knowledge?

The findings show a predominance of technological pedagogical knowledge (TPK) and technological knowledge (TK), regardless of grade level, gender, or years of teaching experience.

Oct 15, 2026

Uploaded by Indoniesian Boy