Abstract
Millions of Rands were spent on providing Interactive Whiteboard technology in classrooms across Gauteng province but without a proper implementation plan for practical use in lesson design. Furthermore, teachers were not trained to use these boards to their full potential. This project aimed to identify the factors influencing the successful use of Interactive Whiteboards by high school mathematics teachers in Gauteng province.
Fifteen high school mathematics teachers were initially selected for this study, but only ten could participate. Six of those ten were interviewed, and four were chosen for lesson observations. The teachers were selected through convenient and purposive sampling. The research approach used in this study was qualitative, and data was collected through semi-structured interviews and lesson observations.
Based on the findings of this study, it was discovered that teachers generally have a positive outlook towards the Interactive Whiteboard. They find the Interactive Whiteboard valuable and easy to use. However, teachers need structured, comprehensive, and personalised training to use the Interactive Whiteboard to its full potential. In addition, teachers should encourage learner interaction with the Interactive Whiteboard. Regular workshops and training on the Interactive Whiteboard should be provided to teachers to help them use it more effectively and confidently. The School Governing Bodies should allocate an Information and Communication Technology budget to help teachers upgrade their Interactive Whiteboard resources. Teachers with more experience in using the Interactive Whiteboard can offer brief workshops internally to encourage learner interaction with the Interactive Whiteboard. This study's conceptual framework was based on the Substitution, Augmentation, Modification, and Redefinition framework.
Keywords: framework, Gauteng Province, Interactive Whiteboards, mathematics, teachers, training, usefulness.