Abstract
Many scholars are interested in the effective use of the interactive whiteboard (IWB) in teaching and learning. Traditional teaching approaches make it difficult for students to comprehend the process of cell division. Using a range of instructional devices, such as the interactive whiteboard, emphasize the dynamic nature of cell division (IWB). The purpose of the study is to explore how grade 10 life sciences teachers use interactive whiteboards when teaching meiosis. Using a cross-case analysis, this study analyzed the teaching and learning processes using IWBs in teaching meiosis at grade 10. A case study approach research aims at investigating the use of interactive whiteboards (IWBs) utilized in three different schools in South Africa so as to obtain first-hand information. Interviews and lesson observations were carried out with four different teachers. The Saldana coding model was used to analyze the responses, and narrative analysis was used. The IWBs have not been successfully used in the teaching of meiosis. Factors such as lack of teacher training on the use of IWBs and insufficient technological support have been cited as some of the reasons IWBs are not effective in teaching and learning. Recommendations such as, teacher training and setting aside a proper budget for IWB implementation were made. For future research, it would be great for researchers to investigate how to better recognize technology leaders in a school, including how personality, expertise, qualifications, and preferences all play a role in identifying a successful technology leader.
M.Ed. (Science Education)