Development of the Interactive Whiteboard Acceptance Scale (IWBAS): An Initial Study

The purposes of this study were to develop and to conduct an initial psychometric evaluation of the Interactive Whiteboard Acceptance Scale (IWBAS). The process of item-generation for the IWBAS was carried out through the sequential mixed-method approach. A total of 149 student teachers from a teach...

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Bibliographic Details
Published in:Educational Technology ＆ Society Vol. 17; no. 4; pp. 268 - 277
Main Authors: Wong, Kung-Teck, Teo, Timothy, Goh, Pauline Swee Choo
Format: Journal Article
Language:English
Published: Palmerston North International Forum of Educational Technology ＆ Society 01.10.2014
International Forum of Educational Technology & Society
Subjects:
Acceptance tests
Addition
Australia
Computer Oriented Programs
Computer technology
Courseware
Educational Environment
Educational Technology
Equipment and supplies
Factor Analysis
Foreign Countries
Full Length Articles
Goodness of Fit
Influence of Technology
Information technology
Interactive learning
Item Analysis
Learner Engagement
Learning
Learning Activities
Learning Theories
Likert Scales
Literature Reviews
Mathematical models
Mixed Methods Research
Preservice Teacher Education
Principal components analysis
Prior Learning
Psychological tests
Psychometrics
Questionnaires
Researchers
Social interaction
Special Needs Students
Statistical variance
Structural Equation Models
Student Participation
Student Surveys
Student Teacher Attitudes
Student Teachers
Teacher education
Teachers
Teaching
Technology Uses in Education
Test Construction
Test Items
Test Reliability
Test Validity
Validity
Young Children
Australia
Technology acceptance
Student teachers
Interactive whiteboard
Educational technology
ISSN:1176-3647, 1436-4522, 1436-4522
Online Access:Get full text
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Summary:The purposes of this study were to develop and to conduct an initial psychometric evaluation of the Interactive Whiteboard Acceptance Scale (IWBAS). The process of item-generation for the IWBAS was carried out through the sequential mixed-method approach. A total of 149 student teachers from a teacher-education institution in Australia participated in the project. The principal component analysis (PCA) yielded a five-factor model comprising 14 items, and its factorial validity was confirmed through the use of confirmatory factor analysis (CFA) using structural equation modelling (SEM). The IWBAS reached the minimum thresholds for an acceptable model fit. In addition to the factorial validities, the convergent validity and discriminant validity of the IWBAS were examined, both showing satisfactory validity and good internal consistency for all five constructs. On this basis, the IWBAS can be considered a valid and reliable instrument designed specifically for assessing IWB acceptance among student teachers.
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ISSN:1176-3647
1436-4522
1436-4522