Eureka! Institutional Repository

During the last two decades, Interactive Boards (IB) have appeared in many schools in our country and have been used in various disciplines. It is an educational innovation that is part of the integration of ICT into education. The purpose of this quantitative research is to investigate the level of Interactive Blackboard’s use in literature classes in secondary education units. The research focuses on a fairly large sample of Philologists, which is the main difference from ones already conducted. Specifically, there are 182 teachers who were selected by random sampling from different prefectures of the country. The questions that the present research attempts to answer concern the Philologists' familiarity with the interactive board and technology in general, their general views on it, the use of its individual capabilities, and the correlation of their pedagogical views with its use. The study also attempts to discern whether and to what extent there is a correlation between their attitude towards the interactive board and their willingness to train more. The survey data, collected using a customized questionnaire, showed a very high degree of familiarity with the IB and technology in general. The use of the interactive board reaches a satisfactory level, but it seems that the Philologists who use it mainly view it as a large projection screen, thereby canceling out the key advantage which is the ability to interact. Basically, they use it to support and facilitate an established conventional teaching style. Their general views are positive, although they acknowledge the existence of some difficulties. It also seems that their pedagogical views are related to the selection of some of the IB’s options. Finally, while most claim they want to be educated on interactive board, the research data seems to lack internal motivation for further training, despite their belief that the interactive board benefits their teaching.