None of the instructors have been screened for their level of technology expertise, or for their previous use of presentation technologies. As a result of these wide variations in the sampling frame, no statistical extrapolation of results can be done with any measure of statistical confidence or assurance. Key Findings of the Study

The study found that the respondents most valued having training workshops so they could get up to speed with the new system, gaining mastery over the technology quickly so they can use it in their classrooms. It is not surprising that as instructors they greatly value in-depth, very focused training on these technologies, as they are inherently interested in learning due to their choice of professions. It is also expected that they would find the collaborative freedom that IWBs provide a major teaching advantage, as they often struggle to keep their classes at the same level of academic achievement over the long-term. Third, the findings also suggest the level of collegial knowledge sharing across the instructor base is stronger than originally anticipated from the results. The instructors genuinely are focused on helping each other, as evidenced by the experience sharing finding of the study. Finally the reusability of the system and its efficiency is also critically important and the ability to continually learn, which is another core attribute of this group of respondents.

Strengths and Weaknesses of the Qualitative Research Study

The strengths of the qualitative research study are...

Arguably these strengths of the qualitative study are highly dependent on the respondent base being educators, which would tend to predict their responses. The strengths of this qualitative research study is the discovery of how important the need is for scaffolding or personalizing of the IWB for training programs. There is also the finding of how important the ability to share learning programs and lesson plans are as well. These are critical success factors to instructors that may have not emerged otherwise.
The weaknesses of the study include the lack of applicability of the results to a broader population of teachers, and the lack of veracity and statistical robustness of the results as well. There is also a lack of reliability in the results even within the segment the instructors are from. Another weakness is the causality of the data is not entirely proven, even though the instructors imply that their needs are shared across all groups. There is no assurance that changing the programs they are concerned about will lead to a corresponding increase in IWB adoption and use.

Reference

Lai, H. (2010). Secondary school teacher's perceptions of interactive whiteboard training workshops: A case study from Taiwan . Australasian Journal of Educational Technology, 4(26), 511-522.