Interactive whiteboard to enhance learning engagement in large classes in western cape primary schools

Abstract

As a primary school educator, the researcher encountered constraints in the classroom, including learners who refused to engage and participate during lessons. This reluctance to engage pedagogically in classroom activities negatively impacted teacher-learner relationships. Consequently, the primary aim of this study was to enhance learner participation in large classes using interactive digital tools, specifically the Interactive Whiteboard (IWB). This qualitative research study was grounded in interpretivist educational theory. The researcher employed two data collection methods: classroom observations and focus group interviews. The study involved six participants and was conducted over three action research cycles. The framework that guided the research was the Technological Pedagogical and Content Knowledge (TPACK) framework, enabling the identification of themes and the analysis of collected data. In summary, the findings indicate that using the IWB significantly improved learner participation. The learners’ responses highlighted the various components of the TPACK framework, illustrating how the IWB functioned not only as a technological tool but also as an integral part of a holistic educational strategy that effectively combined technological, pedagogical, and content knowledge.