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5.2 Time and training; two important factors 
In the result it becomes clear that the participants’ in this study had positive attitudes towards 
the IWB. The results also indicate that the teachers’ incorporations of the IWB in ELT have 
developed and improved during the years they have used the IWB. The participants stated that 
they used the IWB more frequently now and they also used it more interactively compared to 
in the beginning when they solely used it to display information or to write on. Despite this, 
the participants were still on an intermediate level of knowledge and were most frequently 
using the IWB for other things then its purposes. Something prevented the participants from 
using the IWB as regularly and interactively as wanted. The responses express a necessity for 
development and improvement of the participants’ knowledge of how to use the IWB more 
effectively and for its purposes. The main factors that prevented the participants from this 
were, time and training. The participants’ answers state that more time for training was 
preferred to improve the interactive usage of the IWB. The responses imply that the 
participants would like to expand their knowledge of how to use the functions on the IWB in 
general and to find more material that could be useful to practice some specific language 
skills, and time for training was something that the participants saw as crucial for the 
development of technological skills. Today, the absence of time to explore functionalities and 
learning activities through trial and error, on the IWB, prohibited the participants from 
expanding their knowledge and usage of the IWB. The responses indicate that there was a 
need for more individual time in the participants’ schedule for self-training. Time to try 
different functions on the board and also to find websites on Internet in order to expand the 
teachers’ interactive activity resources was needed, to adapt the IWB for use in ELT. In a 
research by BECTA (2003) it is suggested that, for a teacher to maximize the IWB’s impact 
on teaching and learning in the classroom they should invest time in practicing the IWB’s 
functions to gain confidence in using them, they should explore the IWB’s full variety of 
abilities (BECTA, ibid). Also, Miller and Glover (2010) emphasise the significance of 
continual professional development and training for teachers, mixed with exploration of 
effective pedagogical practice as significant factors for the effective use of the IWB (Miller 

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and Glover, ibid). This showed the importance of adequate time for training and can be 
compared to the participants’ responses in this study. However, the responses express the 
impossibility of this, since time for individual self-training and exploration did not exist in the 
participants’ busy teaching schedules. Nevertheless, the participants’ responses also imply 
that it depended on prioritization. It was every teacher’s individual responsibility to spend 
time on developing their knowledge and resources of interactive learning activities. 
Furthermore, the responses express the fact that the participants in this study were not eager 
enough to spend more of their now very limited lesson-free time to search for new suitable 
material and to learn new functions on the IWB. As mentioned above according to Betcher 
and Lee (op cit) for a new technological device to become rapidly effective the teachers have 
to be enthusiastic and very eager to quickly learn the functions on the new tool. Despite the 
participants’ positive attitude, it has taken a long time for them to use the IWB for its intended 
purposes and the responses seem to indicate that the IWB was still not used to its full 
potential. Consequently, the insufficient amount of time available for self-training resulted in 
deficiencies in the participants’ knowledge and influenced their usage of the IWB negatively.