Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, Vol.

9(2), 2020 (48-57)

(ISSN 2289-3032 / eISSN 2550-178X)
https://ejournal.upsi.edu.my/journal/JPAK

THE DEVELOPMENTS AND CHALLENGES OF THE INTEGRATION

OF INTERACTIVE WHITEBOARD TECHNOLOGY IN TEACHING
AND LEARNING READING SKILLS FOR PRESCHOOL CHILDREN
Haiza Hayati Baharudin1, Abdul Halim Masnan2, Azizah Zain3
1,2,3
Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, Tanjong Malim,
Perak, Malaysia

[email protected], [email protected], [email protected]

Received: 24 September 2020; Accepted: 18 November 2020; Published: 19 November 2020

To cite this article (APA): Baharudin, H. H., Masnan, A. H., & Zain, A. (2020). The developments and
challenges of the integration of interactive whiteboard technology in teaching and learning reading skills for
preschool children. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 9(2), 48-57.
https://doi.org/10.37134/jpak.vol9.2.5.2020

To link to this article: https://doi.org/10.37134/jpak.vol9.2.5.2020

ABSTRACT

Technological advances in education have expanded to preschool, primary, secondary and tertiary education. It
is fundamental for the effectiveness of teaching and learning a subject in the classroom. The writing of this
article covers the development of IWB in education and the advantages of IWB that are relevant to teaching and
learning and to what extent they assist the development of preschool children, the challenges for teachers and
children in using interactive whiteboard and ICT in teaching and learning and understanding the readiness of
teachers and preschool children in the application of ICT especially IWB in teaching and learning reading skills.
The review of the literature covers the development of the use of IWB in education, the advantages of IWB that
help improve the knowledge and skills, the challenges and readiness of teachers and children in the integration
of IWB in learning reading skills. The use of ICT especially IWB in learning can improve children's knowledge
and skills. The features of IWB create a fun learning environment especially when teachers are teaching literacy
skills. The challenges faced by teachers in integrating IWB in teaching and learning are time constraints to plan
lessons, lack of training, teacher attitudes and the lack of technical support. The use of technologies in teaching
is an added value in improving the quality of existing teaching to make it more effective. The teachers who use
IWB in the classroom depend on their pedagogical skills and how they convey the lesson using this technology.
The use of IWB is one of the initiatives of the preschool teachers to increase children’s literacy skills especially
reading skills.

Keywords: interactive whiteboard technology, reading skill, preschool

INTRODUCTION

Interactive Whiteboard (IWB) technology has brought changes in educational technology as

it facilitates the teaching and learning process in the classroom. This technology has been
used at all levels of the education sector, namely primary, secondary and tertiary institutions.
This technology has been implemented nearly a decade ago but it has become known only in
recent years. IWB is a device that has a large physical display panel where it can function as
a regular white display, projector screen, and electronic copy board or as a computer
projector screen. Images from a computer can be controlled by touching or writing on a
whiteboard without using a mouse or keyboard.

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The features of this IWB create a fun learning environment especially when
teaching literacy skills. It improves the quality of teaching and learning as all information can
be stored, reproduced, printed and shared either via media or hard copy. Learning can be
integrated into small groups of students with print from a computer. This technology
facilitates vocabulary learning especially through the Microsoft Power Point presentation
where students can clearly see how the combination of letters becomes syllables and words.
Pupils can also manipulate this interactive whiteboard by simply touching it to change other
letters faster and more attractively. In addition, the use of IWB technology also enables
teachers to provide lesson planning such as vocabulary activities, reading words and
sentences, phonetic and short story activities as well as playing language games using a
variety of interesting graphic animations.

The use of this interactive whiteboard encourages students to learn. Visuals in the
form of diagrams, web and pictures, and the use of colours and shapes to highlight text can
encourage student engagement in learning activities. Literacy learning such as word
recognition, reading texts and stories will be facilitated using this IWB by displaying text and
illustrations that interest students. In addition, the use of IWB also promotes student
engagement in learning especially reading skills. Students will continue to focus and engage
in literacy learning using this technology as they will be more likely to interact with the
words used in this IWB. The use of IWB in early childhood literacy can help them improve
their skills in writing, reading and listening skills. This is because their involvement in
interacting directly with the IWB enhances their literacy skills as well as learning in fun and
interesting situations and adopting student-centred learning strategies.

The Development of using Interactive Whiteboard in Teaching and Learning

The use of information and communication technology in education will enhance students'
knowledge and skills (United States Agency International Development-USAID). If the
school system is to be career-relevant and important to the community, it must be equipped
with extensive knowledge with a range of skills including literacy, numeracy, information
literacy and independent learning that contribute to student achievement. Information and
communication technology (ICT) should be used to develop these skills to enhance student
learning achievement. For example, USAID Enhancement Education Program in Afghanistan
uses tablets and solar panels to prepare student exams for admission to public universities. In
the context of education, ICT refers to the methods used to solve teaching and learning
problems in the classroom, management and school administration by combining teaching
theory with information technology tools such as email, forums, portals and websites. One of
the growing branches of ICT technology in the education world today is the IWB.

In line with the development of ICT in global education, Malaysia is also

committed to ensuring that the education system in the country leverages ICT in the
implementation of teaching and learning at various levels of school including the preschool
level. In chapter 6 of the Malaysian Education Development Plan (2015-2025), the Ministry
of Education has outlined a wave of achievements in integrating ICT in inter-disciplinary
education where all teachers need to have skills and competencies in ICT by 2015 (Chee et
al., 2018). According to Chear and Yunus (2019), the changes in the construction and
planning of education curricula in Malaysia are the result of developments related to issues of
globalization, internationalization and Industrial Revolution 4.0 that have changed the
lifestyle of the people. This wave of change has made teaching and learning strategies

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complex processes in the 21st century (Scott, 2015). Thus, building a current curriculum
focuses on preparing students from the areas of skills and knowledge to meet the challenges
of education in the 21st century. 21st Century learning covers all aspects of skills that
students need to master: environmental sensitivity, social skills, thinking skills, cross-cultural
skills, computer-like thinking, new media literacy, multidisciplinary, open-minded,
knowledge management and virtual collaboration.

Not only in the aspect of curriculum preparation that is more focused on 21st
century education patterns, but the program of instruction provided to teachers also needs to
apply 21st century learning skills as teachers are the key intermediaries in delivering the
content of the curriculum (American Association of College for Teacher Education, 2010).
Implementing a curriculum that incorporates 21st century learning skills is a major challenge
for teachers to design appropriate teaching and learning and meet the curriculum objectives.
As a result of focusing on the objectives of developing learning and innovation skills among
students, information technology and media courses related to the future of student careers
are seen to assist teachers in planning and implementing appropriate learning activities for
students to meet the educational wave of the 21st century (Wrahatnolo & Munolo, 2018). In
addition, Davidson and Major (2014) in Chear and Yunus (2019) suggest that cooperative,
collaborative learning and problem solving are important for facing 21st century challenges.
According to Lee et. al (2016) in Chear and Yunus (2019), online learning using smartphones
extends the reach of collaborative information and skills through opportunities for creative
and critical collaboration. Thus, it can be concluded that teachers need to be prepared from
the aspects of skills and knowledge in the ability to integrate a variety of disciplines, thinking
and problem-solving skills in planned teaching and learning. This includes the application of
information technology as an intermediary medium that facilitates the implementation of
learning objectives 21st century.

The Advantages of IWB that are Relevant to Teaching and Learning

IWB has been introduced in various sectors of education as an innovation in education

technology today. This technology is increasingly accepted at primary and preschool levels
(Dwyer, 2007; Hvit, 2010; Klerfelt, 2010; Mercer et al., 2007; Twiner et al., 2010) in
Bourbour and Bjorklund (2014). The IWB is a sensitive white board with a touch of a finger
or a special pen and is used in conjunction with computers and digital projectors. According
to Mousa Malkawi (2017), the use of IWB in teaching and learning is very effective in
helping students learn. It is very suitable for use by various age groups. It has been proven
successful in teaching and evaluation in schools.

The development of the use of IWB technology which is one of the ICT equipment
in Malaysia is very limited due to the relatively high cost of equipment as well as the
exposure to this technology to the less educated teachers. Teachers are also less skilled in the
use of this technology because of the lack of training provided regarding the use of this
technology in teaching and learning. This statement was supported by Mohamed et al. (2015)
who stated that teachers have good ICT foundations but they lack knowledge and skills in
handling ICT equipment in teaching and learning prevents them from using it as a teaching
method.

The integration of ICT in early childhood education or more specifically in preschools

is still low. According to Mohamed et al. (2015), preschool teachers who are less skilled in

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using ICT include integrating IWB technology and android applications in their teaching and
learning to expose children to ICT. However, it was found that teachers have the skills and
knowledge to handle this ICT equipment only for personal purposes, classroom management
and parent relationships. An ICT-based teaching and learning approach can stimulate pre-
schoolers' interest in learning and thus enhance their understanding and encourage them to do
their homework well (Puteh & Abd Salam, 2011). However, today's scenario shows that the
implementation of ICT-based teaching and learning is still underdeveloped at the pre-school
level related to the mastery and knowledge of preschool teachers in ICT (Puteh & Abd
Salam, 2011; Mohamed et al., 2015). The lack of implementation of ICT-based teaching and
learning at the preschool level is based on factors such as teachers' attitude towards using ICT
tools in teaching and negative outlook towards ICT technology, time constraints to provide
teaching and learning using ICT under the burden of other tasks and lack of skills and
knowledge (Rahman et al., 2013; Puteh & Abd Salam, 2011; Mohamed et al., 2015).

Using of IWB Help Improve Children’s Development

Children and play are inseparable. This is because play is a part of children's development
(Siraj-Blatchford, 2009). According to Emfinger, 2009; Fantuzzo, Sekino & Cohen, 2004 in
Tasripin and Abu Bakar (2018), early childhood education curriculum incorporates elements
of play into achieving learning and skills objectives and has been exposed to learning and
play. Among the benefits of engaging with play (Susan et al., 2015, in Tasripin and Abu
Bakr, 2018) is that they can stimulate children's development in terms of cognitive, social and
interpersonal development. This fact was also supported by Peng and Fikri Ismail (2020)
which stated that the willingness of teachers to implement play-based teaching was high and
believed that the play approach could help children master the Malay language. The
education world today emphasizes the integration of ICT technology in classroom learning
activities.

For preschool children, they need to be exposed to one method of integrating ICT
technology using one way of playing at a time. As such, the use of mobile applications such
as android based games are exciting to help create a fun learning environment and improve
children's achievement (Iliyas & Jumaat, 2020). This mobile-based application is also known
as a multimedia interactive game and it features pictures, stories, music, voice, text, art,
animation and video according to Mochamad et al. (2011) and Mayer (2009) in Tasripin and
Abu Bakar (2018). Multimedia games or better known as android applications for most
mobile users provide a wide range of literacy and numeracy learning games applications for
pre-school children such as reading, writing, number recognition and simple number
operations. The game is well known and familiar and easy to download for kids, parents and
teachers. According to Tasripin and Abu Bakar (2018), the use of multimedia games can have
a positive effect on children's knowledge of ICT technology, familiarize children with
instruction, provide training and problem-solving skills, increase fine motor skills and
abilities adult relationships and create a fun learning environment. This statement was
supported by Peng and Fikri Ismail (2020) by stating that teachers recognized that the method
of play using multimedia could create a fun learning environment especially in literacy
learning of Malay language.

Today, we need to look at the use of technology as an effective tool in creating an

effective and enjoyable learning environment for children (Kamaruddin et al., 2017). The use
of IWB technology can assist children in improving the development of learning domains,

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especially as a starting point in their formal introduction to the learning world. This
technology is able to interest children especially in mastering difficult subjects by interacting
directly with the equipment so they will be more mindful of what they are learning in a fun
environment. According to Kamaruddin et al. (2017), IWB can assist children in learning as
it allows them to interact with this equipment and meet the needs of children who want to
learn constructively. In addition, the involvement of the sensory response can also function in
learning such as sight, hearing, touch and mind which will be actively engaged in the activity.
The use of IWB will enhance children's learning readiness, especially for those who are shy
and fearless. The children will naturally respond actively to voluntarily try IWB and this
promotes active participation in the classroom. This is supported by Kamaruddin et al. (2017)
who stated that the use of IWB will attract student attention, build long-term memory, faster
learning and enhance student motivation, as well as increase student engagement in teaching
and learning.

Understanding the Readiness to Teachers and Children in Using ICT Especially IWB in
Teaching and Learning Reading Skills

Applying technology in teaching and learning requires high skill and knowledge to handle the
equipment among teachers. This is because teachers will use this technology in teaching and
help children to use it as well. According to Kamaruddin et al. (2017), Early Childhood
Education (ECE) teachers are found to be knowledgeable and skilled in just a few
applications such as tv, radio and computers, smartphones and the internet, but this
knowledge is for personal use only. In addition, it was found that ECE teachers only used
ICT to provide lesson plans and reports, use the internet to find teaching materials and
communicate with parents. Teachers need to be aware of the importance of having the skills
and knowledge to implement ICT in their teaching and learning as it will add value to the
quality of their teaching. ECE teachers also need to be aware of the importance of using ICT
like the internet in assessing and controlling children's achievement. However, according to
Kamaruddin et al. (2017), ECE teachers face several constraints in the implementation of ICT
in teaching and learning including the lack of technical support, time constraints in the use of
ICT and lack of knowledge and skills among teachers. According to Yi-fang and Shu (2016),
there are many factors that impede the implementation of ICT especially IWB in the
classroom such as equipment which does not function properly, operating problems,
incompatibility with lesson plans, students' cognitive developmental level and their learning
style. Therefore, the failure of the IWB in the classroom does not depend solely on the
readiness of the teacher as there are other factors that influence it. However, teachers need to
have high technical skills including teaching design so that they can use IWB effectively.
(Yi-fang & Shu, 2016).

The level of preparedness of pre-school teachers in implementing teaching and

learning based on ICT tools especially IWB technology and android applications is crucial as
teachers need to be prepared in terms of skills, knowledge and attitude. According to
Mohamed et al. (2015), preschool teachers use ICT in teaching and learning because they are
less skilled in its use. This statement was also supported by Puteh and Abd Salam (2011) who
found that pre-school teachers' readiness for ICT use in teaching and learning was at a
moderate level of only 65.5%. This statement was supported by Masnan et al. (2019) who
stated that preschool teachers were ready to use technology such as internet in their teaching
approach. However, they needed to improve skills and knowledge related to appropriate
teaching approach for children. This indicated that preschool teachers were prepared for the

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use of ICT in teaching and learning but did not have the appropriate training and courses to
improve their skills. Although most preschool teachers used some of the ICT tools such as
mobile phones, laptops, internet and printers, these were utilised for personal purposes only
in relation to children's parents and school-related matters. However, preschool teachers
strongly supported the use of ICT in classroom teaching and learning in terms of improving
children's mastery, creativity and ability to think high and problem solve (Mohamed et al.,
2015).

Technological developments are in line with the changing times. There are many
changes in the world of education today especially concerning the use of ICT in classroom
teaching. There is no shortcoming in teaching the old and relevant methods used today but
the existence of ICT is beneficial in helping teachers make the teaching sessions more
interesting and effective. Today’s generation of teachers are more receptive towards the
development of ICT than that of the previous generation who had used the chalk and board
method in teaching. According to Giannikas (2016), today's young teachers were more
exposed to technology and software and were more excited about using IWB technology than
pupils. As a result, these teachers inadvertently implemented teacher-centred teaching
methods where they were more likely to use this technology than to provide opportunities for
children to use it. As for older teachers, they preferred to let the students explore this
technology on their own without supervision due to their own inability to handle this
equipment.

In learning language, IWB use is seen as beneficial to children where teachers are
ready to use it in their teaching. This is a very good attitude among teachers, so
administrators need to be more attentive to the training and knowledge requirements of using
IWB to teachers (Giannikas, 2016). Creating a positive and engaging learning environment
depends on pedagogical techniques in the teaching that the teacher brings. The use of
technology in teaching is an added value in improving the quality of existing teaching to
make it more effective. The effectiveness of such learning depends on the wisdom of the
teacher in creating an attractive learning environment. Therefore, teachers' pedagogical skills
are more important in enhancing the effectiveness of teaching and learning in the classroom.
This statement is supported by Bourbour and Masoumi (2016) who stated that by applying
the IWB technology in the classroom it would not be able to create an effective learning
environment and not change teacher pedagogy. This is because the teachers who used IWB in
the classroom depended on their pedagogical skills and how they conveyed the lessons using
this technology. Differences in pedagogical skills and teaching techniques can be seen from
the way IWB is used. The use of the IWB cannot create a dynamic learning environment in
the preschool unless the teacher has the knowledge and skills of pedagogy and effective
teaching techniques in managing the IWB itself. The use of IWB in the classroom does not
make the teacher excellent. In other words, IWB has no impact on the quality of learning
without being operated by a skilled and knowledgeable teacher (Bourbour & Masoumi,
2016). Therefore, to enhance the quality of teaching and learning and to create a more
dynamic learning environment, teachers need to be provided with knowledge, skills and
knowledge in pedagogical skills especially in relation to the use of IWB. Through the use of
IWB, teachers are able to diversify teaching materials more interestingly and effectively as
well as enhance children's motivation to learn based on their interests. Teachers are also
encouraged to build their own teaching materials in addition to using existing materials in
IWB technology itself.

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The teaching methods of reading that benefit children should be delivered through a
safe and comprehensive learning environment and fun, creative and meaningful activities
(Kementerian Pendidikan Malaysia, 2017). According to Yahya (2004) in Chee et al. (2018),
teachers need to diversify teaching techniques to engage children in learning to read.
However, Chee et al. (2018) found that teachers still adopted conventional teaching methods
that failed to attract children to learn to read. Therefore, unpleasant learning has been a
contributing factor to early childhood literacy problems (Resnick, 2007; Marxen et al., 2008;
Hoffman, 2010 & Arshad, 2013).

The National Preschool Standard Curriculum (KSPK) has established the objective
of reading skills is to equip children with the ability to communicate with the Malaysian
language and become the medium of instruction in everyday life (Kementerian Pendidikan
Malaysia, 2017). Therefore, reading teaching should have effective strategies in teaching and
learning that include content delivery methods and use of language relevant to children's
interests, abilities, experiences and knowledge (National Association for the Education of
Young Children, 2008). The mastery of literacy skills (especially reading skills) is different
for every child. This is due to several factors such as early exposure to children under the age
of seven, whether at home or preschool. According to Azizan and Hussin (2017), appropriate
early childhood teachers' assistance and guidance in teaching and learning can help children
to master reading skills. The phenomenon of mastering literacy skills (especially reading) is
still an issue in education in Malaysia as there are still students who cannot read well.
Reading skills are a very difficult skill especially in preschool children. It requires a very
effective teaching strategy to improve children's reading skills. Failure to read strategies has
led to a decline in children's mastery of these skills. This was supported by Chee et al. (2018)
who argued that failure to master children's reading skills was due to the conventional
teacher-taught teaching strategies that utilized memorized and well-rehearsed methods that
were no longer able to interest children to learn to read. Various initiatives have been
implemented by the government to help improve this skill at the primary level, including the
LINUS program which was implemented in 2010. However, according to Bungga (2018) in
the Berita Harian newspaper dated November 30, 2018, the Director-General of Education
announced that the program would be completed beginning 2019 as stated by sources from
the Ministry of Education Malaysia (MOE). As such, each school must develop and
implement its own literacy program with the support of the MOE. Therefore, effective
teaching and learning strategies need to be designed and implemented so that all children can
master these literacy skills. The use of IWB technology and android applications (learning to
read) is one of the initiatives of the school or preschool to increase children's literacy skills,
especially reading skills.

The Challenges Faced by Teachers in Integrating IWB in Teaching and Learning

Preschool teachers have the skills but lack confidence and competence in the use of ICT.
Teachers' time constraints are also a factor in the lack of use of ICT in classroom teaching
(Rahman et al., 2013). Teachers are faced with limited time constraints in setting up ICT-
based learning schedules in terms of equipment preparation and access to specific websites.
In addition, they do not have enough time to prepare for teaching, exploring and learning
technology, dealing with technical problems and attending specific training. This statement is
supported by Rahman et al. (2013) who stated that preschool teachers face time constraints in
providing ICT and multimedia teaching and learning due to the burdens of other tasks. They
also face the problem of lack of confidence in integrating ICT into their pedagogical

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practices. In addition, they lack skills in the use of ICT especially for preschool teachers who
have served for over 10 years using computers and only using ICT equipment that is not
relevant today (Rahman et al., 2013). Therefore, teachers' proficiency in the use of ICT
influences the implementation of ICT integration in classroom teaching and learning. The
lack of time for professional discussions in the field of ICT was part of the factor leading to a
lack of efficiency teachers in the use of ICT. In addition, the burden of teaching and
management tasks also causes teachers to have less time to share knowledge and experiences
related to ICT with their peers. However, according to Delcourt and Kinzie (1993) in Rahman
et al. (2013), teachers' attitudes play an important role in ensuring that ICT is effectively used
in teaching and learning. Teachers should therefore have their own initiative to increase their
knowledge and skills in the use of ICT in teaching and learning so as not to miss the
development of educational technology (Rahman et al., 2013).

There is no denying that teachers have good ICT skills such as using smartphones
with android applications, Microsoft Office software and Power Point. However, the use of
these skills and knowledge is limited to personal use only and this does not apply in their
teaching and learning in the classroom. Based on the ICT foundations of these teachers, it is
not difficult to apply the latest ICT skills in teaching and learning. What these teachers need
is on-going and effective ICT skills training and introduction to more up-to-date devices that
can be used in their teaching. This statement was supported by Mohamed et al. (2015) who
stated that preschool teachers needed to be given courses and courses to enhance their ICT
skills.

CONCLUSION

The advantages and effectiveness of IWB in education at preschool, primary, secondary and
tertiary institutions have been proven to be widely used throughout the world over the past
decade. It is a powerful device, very easy to use and very helpful in teaching and learning
students in the classroom. The use of the IWB provides a breakthrough in the context of
teaching and learning pedagogy from traditional methods. The use of IWB can also be
extended across the curriculum in all subjects. Attractive IWB functions enhance students'
mastery of a range of skills and learning. In addition, it enhances the motivation of students
and teachers to learn and teach. In the context of early childhood education, the use of IWB is
relatively new and less widespread. Teacher readiness is critical to implementing this
technology in the classroom. However, some children have been exposed indirectly to such
technology devices as the use of smartphones and laptops at home. Therefore, teachers need
to be more skilled and prepared to use of IWB to learning activities in order to achieve the
curriculum objectives. On the other hand, the school administration needs to provide
specialized training to IWB-related teachers and try to overcome some of the constraints in its
implementation in schools such as the lack of technical support.

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