Tshwane North foundation phase teachers’ views on using interactive white boards (IWBS) as a teaching tool.

Abstract

This study explored the perceptions and experiences of Foundation Phase teachers in the Tshwane North District regarding the use of Interactive Whiteboards (IWBs) as a pedagogical tool. IWBs are increasingly adopted to promote interactive, multimodal learning; however, their effectiveness depends on teachers’ competence, contextual support, and the resources available in their schools. The study addressed the question: How do Foundation Phase teachers perceive and experience the use of IWBs in their teaching practice? There is limited research examining this phenomenon in South African early grade classrooms, where disparities in infrastructure, digital readiness, and teacher training influence technology adoption. This research addresses that gap by foregrounding teachers lived realities in a context characterized by unequal resourcing. A convergent parallel mixed-methods design was employed. Quantitative data were collected through structured questionnaires to measure patterns of IWB availability, frequency of use, and institutional support. Qualitative data were collected through semi-structured interviews to explore teachers’ perceptions, classroom practices, and the challenges they face. The two data sets were analysed independently, using descriptive statistics and thematic analysis, and then integrated to identify converging and diverging findings. Teachers valued IWBs for enhancing learner engagement, enabling visual demonstrations, and supporting lesson revision. However, insufficient training in pedagogy, unreliable technical support, and infrastructural inequalities between urban and township schools impeded effective implementation. Teachers with ongoing professional development reported greater confidence and more sustained integration. The study concludes that IWBs can strengthen Foundation Phase teaching if systemic barriers are addressed. Targeted professional development, consistent technical support, and equitable resource allocation are recommended.