The Effectiveness of Using Smart Boards in the Curriculum Elements Based on Technology Acceptance Theory

Using an e-learning and smart system can reinforce the knowledge and efficiency of the course in a better way. Therefore, today's schools should be designed for the information age. The purpose of the present study is studying the effectiveness of using smart boards in the curriculum elements, from the viewpoint of teachers in the second grade of high school. This research has been conducted qualitatively, and is an applied research, based on the activity acceptance theory. The data collection method was observation and semi-structured interviews. The statistical sample for the interviews consisted of 20 second grade high school teachers in Isfahan and their classrooms were observed. Data analysis –a qualitative content analysis- was simultaneously carried out with data collection. The results of this research showed that smart boards have such characteristics considering 4 curriculum elements (purpose, content, strategy, class and assessment) and 2 TAM elements (ease of application and perceived benefit) that generally instances of saving and restoring the content, color variation in the area of application, using various pages, flexibility in the classroom management and the form of students’ sitting, and continuous and gradual assessment were mentioned in the area of ease of application; and in the area of perceived benefit instances like high precision, increasing students’ motivation and interest, synchronizing students with the current advances, the need for objectification in some lessons, using the time optimally and preventing from wasting the time, and oral assessments were the most important factors mentioned by the teachers.