J. Soc. Sci. Adv. 2 (2) 2021. 51-58 51 PERCEPTION OF SECONDARY SCHOOL TEACHERS REGARDING THE EFFECTIVENESS OF INTERACTIVE SMART-BOARD TECHNOLOGY Tanveer Ahmad 1* , Noor Muhammad 1 and Allah Bakhsh 1 1 Institute of Agricultural Extension, Education and Rural Development, University of Agriculture, Faisalabad, Sub-campus Toba Tek Singh, Pakistan ABSTRACT Like other countries, also in Pakistan, the interactive smart board technology is the innovation of 21 st century and is being used in several schools as an advanced teaching tool. The focus of study was examined the attitudes of teacher and students towards the ways using Smart-boards in teaching and learning environment. All the teachers of public schools in Punjab who using the Smart-board were the population of the study. Data were collected from 100 trained teachers of District Toba Tek Singh through questionnaire and analyzed in the form frequency, percentage, mean, mode, standard deviation t-test and Chi-square test through Statistical Package of Social Sciences (SPSS) version 23. The results revealed from the study perceived that Interactive Smart-boards was found most effective tool in the teaching and learning process. The utilization of Interactive Smart-board perceived more helpful to present the contents in easier way, increase motivation level of students, reduce the workload, utilization of time more efficiently and make the classroom more planned and organized. The study recommend that to make effective smart-board technology need proper training program in all public schools. Keywords: Perceptions; Interactive smart-board technology; effectiveness; educational technology; ICT Corresponding Author: Tanveer Ahmad, Email: scholarsandhu327@gmail.com © The Author(s) 2021. INTRODUCTION Textbooks are replacing by technologies, and through this, we can explore just about anything that we want. Among other technologies, interactive smart-board (ISB) technology is the innovation of the 21st century and is not new to the global village. This is the latest enhancement in educational technology as a tool of Information Communication Technology (ICT) (Ahmad, 2017). Like other countries in Pakistan, interactive smart board technology is being used in several schools as an advanced teaching tool. It is observed that students, specifically primary grade students prefer this technology because they believe that it makes learning more exciting and brings fun. With the help of already installed software, students consider challenging or boring subjects such as biology, chemistry, physics, and mathematics more interesting with practical lessons, through a video, using interactive smart boards (Mushtaq, 2016). The usage of computer technology and various web resources through computers inspire the conversation between teachers and students without any distance (Bicknell, 1999). The utilization of ISB technology as an instruction in the class makes a rich learning environment in terms of the audio-visual smart classroom (Levy,2002) and enhances student's accomplishment (Thompson and Flecknoe (2003). Besides this, teachers face many challenges when using the interactive smart-board, such as training of teachers and school administrations, technical support's and students' factors (Al-Faki and Khamis, 2014). They have no previous experience in teaching with high technology, such as Interactive smart-board (ISBs) in the research district. Adding new technology such as ISB in the teaching profession, teachers need practical answers to overcome the challenge. For this purpose, the present research study was carried out to know the teacher's perception regarding the Interactive Smart-board (ISB) Technology effectiveness. Besides this, the main focus of this study was to address the challenges faced by the teachers and their needs to integrate the Interactive Smart-board Technology more effectively. METHODOLOGY The design of this study was descriptive in nature and conducted in Toba Tek Singh District of Punjab Province. All the teachers of ISB installed public schools were the population of the study. Out of 176 teachers (16 male and 160 female), 100 teachers (16 male out of 16 and 84 females out of 160) were selected as purposive samples. For the