What is the best practice that can be incorporated to assist the effective use of interactive whiteboard in primary classroom in Brunei Darussalam?

Jamain, Hajah Noraiman Al-Ain Binti Haji

May 2014

Thesis or dissertation

© 2014 Hajah Noraiman Al-Ain Binti Haji Jamain. All rights reserved. No part of this publication may be reproduced without the written permission of the copyright holder.

A step taken towards the use of technology in education in Brunei Darussalam has been by providing primary schools with technologies that can help support teaching in the classroom. This includes providing the interactive whiteboard (IWB). At the present time, almost all primary schools in Brunei Darussalam are provided with at least one IWB with the hope that it will be integrated effectively in all subject areas. This study investigates the perceptions of primary school teachers on the use of IWB to be able to assist the effective use of the IWB in Brunei Darussalam. A total of seven government primary schools located in Brunei Muara district were involved in this study. The study is based on data collected from both quantitative and qualitative approaches, which are questionnaire, lesson observations and interviews. The questionnaire sample consists of 75 primary school teachers, which categorised respondents into regular IWB user, low IWB user and no longer using the IWB. Lesson observations were conducted with seven regular IWB users and sixteen teachers participated in the interview. Interviews were conducted with regular and low IWB users as well as teachers who no longer use the IWB. The findings showed the different issues raised by participants relating to the implementation of IWB in primary schools in Brunei Darussalam. These includes accessibility; factors that influence or cause barriers to usage; teachers’ perceived benefits of IWB; challenges teachers faced in using IWB; and IWB resources. It was also revealed that primary school teachers in Brunei Darussalam generally have a positive attitude towards the implementation of the IWB in the classroom. However, they lack the skills and knowledge in integrating use of the IWB effectively into their classroom practice and are still at the early stage of IWB implementation. Additionally, findings suggest that primary school teachers in Brunei Darussalam lack professional development and support when implementing the IWB in the classroom. Furthermore, the significance of the findings of this study was the importance of change management to successfully integrate the use of the IWB in the primary classroom.

Centre for Educational Studies, The University of Hull
Male, Trevor; Burden, Kevin
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