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Use of Interactive Whiteboards in Regular Basic Education: Teacher Competencies and Perceptions in the Public and Private Sectors.

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Title: Use of Interactive Whiteboards in Regular Basic Education: Teacher Competencies and Perceptions in the Public and Private Sectors.
Authors: Mendoza-León, Olga1 (AUTHOR) omendoza@unitru.edu.pe, Hurtado-Mazeyra, Alejandra2 (AUTHOR), Orbegoso-Dávila, Luis1,3 (AUTHOR), Rodríguez-Soto, Juan1,3 (AUTHOR), Burgos-Goicochea, Saby1,2 (AUTHOR)
Source: Education Sciences. Apr2026, Vol. 16 Issue 4, p543. 15p.
Subject Terms: *Interactive whiteboards, *Teacher competencies, *Student engagement, *Educational technology, *Public education, *Teacher training, *Effective teaching
Abstract: The current educational transformation driven by the incorporation of digital technologies has required teachers to acquire new technical and pedagogical skills. The purpose of this study was to identify the level of pedagogical implementation of interactive whiteboards (IWBs), analyze the levels of technical competence in the use of IWBs, and identify the advantages, limitations, challenges, and perceived impact of IWBs in regular basic education, considering the differences between public and private institutions. The methodology adopted a descriptive-comparative approach, with the application of a structured questionnaire to teachers in public and private basic education institutions. The results showed the growing use of IWB as a teaching resource to facilitate learning, as well as a significant gap in the skills and frequency of use of IWBs between teachers in the public and private sectors. It was also found that IWBs foster greater student interaction, motivation, and participation, particularly when they are integrated into active and collaborative teaching strategies. However, limitations related to technological infrastructure, teacher training, and equipment maintenance were recognized. In conclusion, IWB integration is effective, but it requires equipment and ongoing training in digital and pedagogical skills. [ABSTRACT FROM AUTHOR]
Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Use of Interactive Whiteboards in Regular Basic Education: Teacher Competencies and Perceptions in the Public and Private Sectors.
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  Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Apr2026, Vol. 16 Issue 4, p543. 15p.
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  Data: The current educational transformation driven by the incorporation of digital technologies has required teachers to acquire new technical and pedagogical skills. The purpose of this study was to identify the level of pedagogical implementation of interactive whiteboards (IWBs), analyze the levels of technical competence in the use of IWBs, and identify the advantages, limitations, challenges, and perceived impact of IWBs in regular basic education, considering the differences between public and private institutions. The methodology adopted a descriptive-comparative approach, with the application of a structured questionnaire to teachers in public and private basic education institutions. The results showed the growing use of IWB as a teaching resource to facilitate learning, as well as a significant gap in the skills and frequency of use of IWBs between teachers in the public and private sectors. It was also found that IWBs foster greater student interaction, motivation, and participation, particularly when they are integrated into active and collaborative teaching strategies. However, limitations related to technological infrastructure, teacher training, and equipment maintenance were recognized. In conclusion, IWB integration is effective, but it requires equipment and ongoing training in digital and pedagogical skills. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – TitleFull: Use of Interactive Whiteboards in Regular Basic Education: Teacher Competencies and Perceptions in the Public and Private Sectors.
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              Text: Apr2026
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