January 2012 Volume 15 Number 1 - Educational Technology ...

correlation between teachers’ IWB usages and their fields. All significant relationships demonstrate a moderate
association based on the interpretation of Cramer’s V-values between 0.2 and 0.4 (Kotrlik & Williams, 2003).
A multiple-selection question was used to determine how teachers use the most prominent IWB features. Teachers
could select any feature for this question with two options: seldom and frequently (see Figure 1).
Figure 1. Usage frequencies of IWB features
The results show how often the features are used as well as total frequencies. Participants most commonly use IWB’s
mouse function while the fewest number of teachers (N=33) used hyperlinks.
Teachers were asked about how they obtained their IWB skills and knowledge. Four options were posed to teachers
and they were instructed to select up to two options (Figure 2). Restraining the options was designed to extract the
most important training sources for teachers.
Figure 2. Main sources of IWB training for teachers
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