Board's IQ: What makes a board smart?

Somyürek S., Atasoy B., Özdemir S.

COMPUTERS & EDUCATION, vol.53, pp.368-374, 2009 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 53
  • Publication Date: 2009
  • Doi Number: 10.1016/j.compedu.2009.02.012
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.368-374
  • Keywords: Country-specific developments, Interactive learning environments, Media in education, INTERACTIVE WHITEBOARDS, TECHNOLOGIES, INFORMATION, TURKEY
  • Gazi University Affiliated: Yes


The amount of investment that has been made in interactive whiteboards (IWB) in the Turkish educational system during the past several years is quite striking. This investment is part of a plan to integrate information and communication technologies (ICT) into the Turkish educational system, with the goal of increasing the qualitative and quantitative aspects of schooling. Prior to IWB investments, hundreds of thousands of computers, projectors, and printers were distributed to schools in efforts to raise a generation able to respond to the demands of the 21st century. In addition, 98% of secondary school students and 93% of primary school students were provided with Internet access via ADSL. The aim of this study is to analyze the emerging trend of smart board investment in Turkish primary and secondary schools, with consideration of problems that hinder the effective use of IWBs in classrooms as compared to previous ICT integration efforts by the Ministry of National Education. The research is designed as an evaluative case study. The required data are collected through online questionnaires, teacher and pupil interviews, and document searches from teachers and students from various Turkish primary and secondary schools. It is not surprising that the factors hindering the use of IWBs in education are similar to the inhibiting factors in previous ICT integration projects. The findings show that when the needs for in-service training, digital education materials, support, maintenance, and administration are not addressed, educational ICT is unlikely to deliver the expected results. (C) 2009 Elsevier Ltd. All rights reserved.