Volume 14 No 2 (2022): International Journal of Early Childhood Special Education

Using interactive whiteboard as a pedagogical tool in teaching children with ID in inclusion classroom: Surveying teacher's perspectives


MOHAMMED ALHWAITI

DOI: 10.9756/INT-JECSE/V14I2.202

Keywords: interactive whiteboard, pedagogical tool, children with ID, teacher's perspectives


Abstract

The aim was to survey teacher's perspectives regarding the use of interactive whiteboard as a pedagogical tool in teaching children with ID in inclusion classroom. Quantitative research is carried out with the aim to survey teacher's perspectives regarding the use of interactive whiteboard as a pedagogical tool in teaching children with ID in inclusion classroom. It uses a survey-based methodology to obtain data from the respondents. A t-test for independent samples and a one-way analysis of variance test. Cronbach's alpha reliability equation and Pearson correlation coefficients were used, using SPSS. It was found that there are statistically significant differences at the significance level (α = 0.05) in teachers’ attitudes towards using the interactive whiteboard as an educational tool in the educational process due to the gender variable in domains. The differences were in favor of males. .It was found that there are no statistically significant differences at the significance level (α = 0.05) in teachers’ attitudes towards using the interactive whiteboard as an educational tool in the educational process due to the educational qualification variable in all fields except for the student’s domain (the significance level is greater than 0.05 in all domains except the student's domain). It was also clear from the results of the LSD test that the differences in teachers' attitudes towards using the interactive whiteboard as an educational tool in the educational process in terms of students were in favor of teachers with diploma qualifications, whose attitudes were higher than those of bachelor's qualifications, and it was not clear that there were other differences between the rest of the groups.

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Volume 14 No 2 (2022): International Journal of Early Childhood Special Education

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Research Articles

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