Exploring the Impact of Interactive White Boards on Interaction Patterns between Teachers and Students and Learning Outcomes in Early Years Education: An Explanation through Critical Discourse Analysis

Abstract

This research aimed to examine the effects of Interactive Whiteboards (IWBs) on communicative practices between teachers and young children in early childhood education, employing Critical Discourse Analysis (CDA) to assess these dynamics. As IWBs become integral to educational settings, understanding their influence on teacher-child interactions and learning outcomes is essential, especially in early childhood contexts where interaction plays a critical role in learning. The interactive functions of IWBs present unique possibilities for enhancing classroom engagement and collaborative learning. A concurrent triangulation mixed-methods design was utilized, integrating quantitative and qualitative data. The study applied a quasi-experimental approach, with pre- and post-tests, interviews, and classroom observations involving 20 students and 10 teachers.Results showed IWBs significantly enhance student participation, collaboration, and engagement. However, technical challenges and limited teacher training were noted as barriers.Effective IWB implementation requires thorough teacher training, fostering cooperative learning, and strategic use of IWBs’ visual and multimedia features to maximize learning benefits.