Why Do Children Use Iwbs?

There is an increasing amount of research recommend that the use of IWBs improves teaching and learning for science. With the multimodality features assisted by IWBs, young children are capable to deal with multiple relations underpin the science concept. When explaining specific scientific concepts and ideas, multimodal representation styles are indispensable (Hennessy et al., 2007; Preston and Mowbray, 2008). According to Murcia and Sheffield (2010), if contrasted with secondary students, youthful kids are having high level of inquisition and creative ability towards whatever that they see and touch and this is where IWBs play an important part in demonstrating skill and creating stimulations about the scientific concepts. IWBs have been

In University of New England, IWBs were introduced into the curriculum at teacher education programme in year 2007, Australia (Gregory, 2010). In addition, as part of the 2007-2008 State Budget, $28 million was allocated to the installation of IWBs-related technologies in New South Wales (NSW) state schools (Moses, 2007). The introductions of IWBs have created much excitement, concern and angst among them when random interviews with teachers and students have revealed. Plurality of them possess little experience and understanding about IWBs. They are unaware of subtle changes in the way teacher educators interact with them, often when asking in innovative lessons with IWBs. In Australia , this may due to the fact that IWBs are a relatively new teaching resource (Kearney and Schuck, 2008) and the implementation of IWBs is still in an immature stage especially in early education (Vincent, 2007). Gregory (2010) revealed that a huge numbers of faculty members had not received training to be able to conduct and transfer IWB skills and knowledge to the student teachers. Absolutely, the level of use of IWBs among teachers and students has become an important research topic. Having teachers and students who are competent in using and managing IWBs are most important as they are expected to be on the frontline of the reform in the future when they enter the teaching profession. It is noticeable to point out that the preconception and stereotypes among teachers and students may hold about the implementation of IWBs in schools. Indeed, many prior studies conveyed that teachers and students’ behavioural intention has a significant positive influence on their actual teaching practices in schools (Chen, 2010; Park, 2009; Teo and van Schaik, 2009). Additionally, there is