The Effect of the Use of Interactive Whiteboard on Students’ Achievement and Attitude Toward Instruction in Science and Technology Classrooms

The purpose of this study was to examine the effects of the use of the interactive whiteboard technology in science and technology course on elementary school students’ achievement and attitudes. participants were fourth-grade students attending to two public elementary schools located in the district of kadıköy in istanbul. in the current study, research groups were designed as two experimental groups (eg) and two control groups (cg). in addition, a survey containing both likert-type items and open-ended questions was applied to measure students’ interest in and attitude toward interactive whiteboards. the applications were carried out by four preservice teachers in the science lesson unit of our planet earth. findings showed that students in the experimental groups scored significantly higher in achievement test compared to students in the control groups. no gender effect was detected between the students of any group. another important finding of the study is that the students in the second experimental group scored statistically significantly higher in achievement test than the students in the first experimental group after the applications. this finding suggests that even though the teacher factor was controlled by considering participating preservice teachers’ academic success, technology use and attitude, teacher effect might still be a crucial independent factor affecting the outcomes. this outcome reveals that the importance of teacher factor should not be avoided in the effective integration of educational technologies into educational contexts.