1. Republic of Sudan
Ministry of Higher Education and Scientific Research
Nile Valley University
College of Graduate Studies
Challenges of Using Smart Board
in English language Classes:
Teachers’ Perspective
A Thesis Submitted in Partial Fulfillment of the
Requirements for M.A. Degree in ELT
Prepared by:
Abdelmoneim Hassan Adam Khamis
Supervised by:
Dr. Ibrahim M. Al-Faki
October 2013
I

2. Dedication
To my dear mother,
who makes me go to school.
II

3. Acknowledgements
First of all, all thanks to Allah.Without His help and provision, the
researcher would not have accomplished this study. The researcher would like to
express his thanks and gratitude to his supervisor: Dr. Ibrahim M.Alfakifor his
patience and continuous advice. The researcher appreciates supervisor’s modesty
and simplicity. The supervisor treated him as a colleague and not as a student. The
researcher would like to thanks the Judges: Dr. ElrashidYousif, Dr. Hassan Tairab,
Dr. Abo Elbishr, Dr. Mokhtar Ismail, Dr. Adil Al-Sheikh, Osman Noran, Ali A.
Nour, FatehelrahamanDafaallahand MohammedSyaed. He also extends his thanks
to his friends and colleagues: Adil Ahmed, AbdelmoneimAbass, OwisMousa,
Maricrh A Ali, Al-Eryani D Ali, Al-Sameai Faris. He thanks are also due to those
teachers who cooperated with him by responding to the questionnaire.
III

4. Abstract
This study investigated teachers’ view towards the use of interactive whiteboard in
English language classes. Although, interactive whiteboard was easy to use,
difficulties occurred when teachers used it. The aims of this study were to identify
the challenges which faced by teachers when using Smart Board in the English
language classes, to highlight the need for strong pedagogical support as well as
technical support and to draw teachers’ attention that they should be aware of
today’s learners, DigitalLearners, who speak a different language.This study was
conducted in Al-Aqsa Schools (2012-2013), Jeddah, KSA. The instrument used for
collecting data was a questionnaire, which consisted of 25 statements. The subject
represented teachers of different nationalities who teach English language as
SL/FL through interactive whiteboard (IWB). IWB is a type of information and
communication technology (ICT). While ICT presented new challenges for
teachers, it also offered great opportunities for teacher education. ICT’s media can
improve training through providing access to educational resources, breaking the
traditional isolation of teachers, and enabling individualized training opportunities.
However, literature review of IWB, which available on the Internet, was
overwhelmingly positive about the impact of IWB on teaching, learning and
motivation. There were a few researches, which investigate the drawbacks of IWB.
This study focused on the difficulties, which teachers faced in the classrooms.
Those difficulties were categorized into four factors. They were teachers, schools’
administration, technical support and student factors. Each factor entailed a
number of challenges. However, the core of seeming conflict of ideas is whether
IWB is perceived as a teaching tool for teachers or as a learning tool for the
learners. The findings of this study showed many challenges that teachers faced
when using interactive whiteboard. Those challenges interacted to hinder IWB
integration in teaching and learning. The study recommended that teachers needed
continuing pedagogical support and technical support. The schools’ administration
should have a clear vision concerning the smart board, alongside providing
materials and resources. The number of thetechnicians should be increased to meet
all classrooms demands. Moreover, teachers should be aware of digitallearners’
needs.
IV

5. IWB
(ICT)
.
V

6. Table of The Contents
Chapter One – Introduction
1.0
Background
Page
1
1.1
Statement of the problem
3
1.2
Aims of the study
3
1.3
Questions of the Study
4
1.4
Hypotheses of the Study
4
1.5
Significance of the study
4
1.6
Research Methodology
4
1.7
Delimitations of the Study
5
Chapter Two – Literature Review
2.0 Introduction
6
2.1 Learning Approach
6
2.1.1 Behaviorism Approach
7
2.1.2 Cognitivist Approach
13
2.1.3 Constructivism Approach
19
2.1.4 Second Language Acquisition
26
2.2 Information and Communication
33
Technology (ICT)
33
2.2.1 ICT in Teacher Education
34
2.2.2 Open &Distance Learning
34
in TeacherEducation
34
2.2.3 ICT in the Kingdom of Saudi Arabia
VI
40

7. 2.3 Educational Technology
43
2.3.1 Low-tech
44
2.3.2 Hi-tech
45
2.4 Interactive Whiteboard /Smart Board
51
2.4.1 Types of IWB
51
2.4.2 The impact of IWB
52
2.4.3 IWB Challenges
55
2.5 Previous Studies
57
2.5.1 Large-scale Study
57
2.5.2 Small-scale Study
60
Chapter Three - Methodology of the Research
3.0 Introduction
68
3.1 Subject
68
3.2 Instrument
68
3.2.1 Validity
69
3.2.2 Reliability
69
3.3 Procedure
72
Chapter Four - Data Analysis & Discussion
4.0 Introduction
73
4.1 Data Analysis & Discussion
73
4.2 Testing Hypotheses
110
4.2.1 Hypothesis (1)
110
4.2.2 Hypothesis (2)
110
4.2.3 Hypothesis (3)
110
4.2.4 Hypothesis (4)
111
VII

8. Chapter Five – Conclusion
5.0 Introduction
112
5.1 Summary
112
5.2 Findings
113
5.2.1 Teacher Factor
113
5.2.2 Schools’ Administration Factor
114
5.2.3 Technical Support Factor
114
5.2.4 Student Factor
115
5.3 Recommendations
115
5.4 Suggestions for Further Studies
117
Bibliography
118
Appendixes
Judges
128
The Questionnaire before Modification
129
The Questionnaire after Modification
130
Pilot Survey Form
132
Frequencies Table 1
133
Frequencies Table 2
144
Frequencies Table 3
146
Percentage & Value
147
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