In terms of the effect of gender and teaching experience on TPACK and attitude, further analysis were conducted. Furthermore, correlation analysis demonstrated a statistically meaningful positive relationship between the TPACK levels and attitudes of the teachers. Additionally, the participants reported positive attitudes toward Interactive Whiteboard use in their classes. The findings of the analysis of descriptive statistics indicated high levels of TPACK of the Turkish EFL in-service teachers. Quantitative data were analyzed by descriptive statistics including frequency, percentage, mean and standard deviation, correlation analysis, and regression methods. Additionally, teachers’ demographic characteristics were also used in order to detect the participants profile in detail and to get information for investigating the relationships between the results of questionnaires and some of these variables. Data was collected through two main instruments: (1) Attitude questionnaire (2) ELT-TPACK questionnaire gathering information combining technology, pedagogy, and content knowledge. A total of 106 in-service EFL teachers from these schools responded to all of the questions in the instruments. The research was carried out in the contexts of 24 Anatolian High Schools in Gebze, Darıca and Çayırova municipalities of Kocaeli at the beginning of the second term of 2014/2015 academic year. The present study aimed to investigate (a) TPACK of Turkish EFL in-service teachers (b) the attitudes of the in-service Turkish EFL teachers towards the use of Interactive Whiteboards (IWBs) in their classes (c) the relationship between TPACK and teachers’ attitude toward IWB use (d) the relationship between gender of the participants and their TPACK levels (e) the relationship between gender of the participants and their attitude toward IWB use (f) the relationship between teaching experience and TPACK and (g) the relationship between teaching experience and attitude toward IWB use. The main conclusions were the following: a) there is a need to focus on the pedagogical training of the teachers, with an emphasis on the ways that technology can assist interactive teaching b) in order to help relieve the over-burdening of teachers, a database of instructional tools should be established providing suggestions for lesson plans and instructional materials c) accessibility to the technology should be extended to more teachers and students by adding smart classrooms to every school in the project.
The findings also showed that the integration of technology into instruction posed some difficulties and challenges, such as a sense of over-burdening among teachers.
WHITEBOARD STATISTICAL CALCULATIONS PROFESSIONAL
The findings indicated the following: a) student motivation and engagement in the learning process increased when studying with the IWB b) teachers reported on their professional development and enhanced technology skills. Formative evaluation accompanied the pilot project for two years in order to examine the effects of integrating technology into instruction on teachers, students, and the school community.
WHITEBOARD STATISTICAL CALCULATIONS SOFTWARE
In this project, each school received 10 Interactive White Boards (IWBs) (25% of the total number of classrooms in the school), 32 laptops, internet connection, communication software and teacher training. In 2008, an educational organization that works in 60 countries across the world, established a pilot project whereby smart classrooms were installed for use in six middle and senior high schools in Israel.
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