Exploring Saudi Arabian Teachers' Perceptions of Smartboard Instruction for Students with Communication Disorders

Abstract

Using smartboards with students with communication needs in the classroom is one way to apply technology in educational settings. Research has shown the benefits of using the smartboard with students with disabilities (SWDs) and second-language learners. There is still a need to understand further teachers’ perceptions towards using the smartboard in their classrooms with students with communication needs. Therefore, I conducted an exploratory qualitative study to explore Saudi teachers' perceptions regarding the use of smartboards with students with communication needs in the classroom. I collected data via in-depth interviews, smartboard screen recordings, and audio recordings of teachers’ lessons taught using the smartboard. I analyzed data using reflexive thematic analysis. My discoveries were: 1) Teachers' extensive use of smartboards, 2) Teachers' positive perceptions about the benefits of smartboards, 3) Teachers' perceptions regarding practical and technical issues using smartboards, and 4) Teachers' perceptions about the need for training and professional development in smartboard use. The implications of my study include a need for further research to better understand teachers’ perceptions regarding the use of the smartboard in the classroom with students with particular communication needs, as well as a need to provide more training for preservice and in-service teachers to use smartboards in their classrooms with students with communication needs.