The effects of using a whiteboard interactively in a middle school mathematics classroom

The purpose of this study was to further examine the effects of using Interactive White Boards interactively versus as a glorified whiteboard. The experimental group consisted of seven eighth grade general education students and six eighth grade special education students. The experimental group was taught with lessons created to promote interactivity and student involvement and covered the five lessons in a unit on three-dimensional geometry. Baseline data was collected by using the mean of the students\u27 recent test scores. The post-test was then compared to the students\u27 baseline scores to show the effectiveness of the intervention. To further data analysis, baseline mean scores and post-test scores from the 26 other students in eighth grade math were analyzed and compared to the experimental group. Overall, the results showed the intervention was successful. Both the special education students and the general education students of the experimental group showed significant growth over their baseline data. Although the control group also showed growth from their baseline to the post-test, the growth was not as significant and a much higher percentage of students either showed very little growth or exhibited a lower score on their post-test than baseline

Interactive Whiteboards and Elementary Students\u27 Writing

This research focused on the use of an interactive white board in two third grade classrooms to assist students in learning to write main ideas and supporting details as introduced through The Six Traits writing model. The study focused on a control group and an experimental group completing similar writing lessons. The experimental groups\u27 lessons centered around the use of an interactive white board and various activities and interactive games to enforce the learning. The results from the study can aid educators in the incorporation of an interactive white board to assist instruction

Interactive Whiteboards for Teacher Training

This project was created in partial fulfillment towards for a master's degrees in education technology at the University of Hawaii at Manoa. The findings from this project were presented at the Technology, Colleges, and Community Worldwide Online Conference.The use of interactive whiteboards (IWBs) grew dramatically over the past two decades, especially within educational settings. This action research project attempted to determine how IWBs affected engagement, interaction, and learning when used for teacher training. Survey results indicated positive teacher attitudes towards IWBs prior to training, and that these impressions intensified as a result of the demonstration of the IWB’s capabilities. High posttest scores also suggested that IWBs may be effective as a potential tool for delivering content knowledge. Exposing teachers to IWB use during training also appeared to improve their dispositions towards using IWBs for their own classrooms

The Impact of Smartboard on Preparatory Year EFL Learners' Motivation at a Saudi University

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation

Making the School Smart: The Interactive Whiteboard Against Disparities in Children Stemming From Low Metacognitive Skills

The demand for an increasingly differentiated education, which takes into account the individual differences of children to stimulate effective learning, accompanies the introduction of new technologies at school. Amongst these, the Interactive Whiteboard (IWB), which allows multimodality and sharing of contents, is one of the most widespread tools in schools. The aim of the study was to test with a sample of primary school children the impact of a teaching session with the use of the IWB (vs. traditional lessons) on knowledge performance. In addition, we were interested in investigating the role of metacognition as a potential moderator on learning effects. Our results revealed an advantage of IWB use in learning achievement. Notably, the increase in learning outcomes only occurred among children with low metacognitive skills. This shows that new technologies can play an important role both per se and in supporting learning processes, especially of less metacognitive students, therefore contributing to reduce the gap between children with differential metacognitive skills. The results are analyzed in light of the important role in the nowadays world of Information and Communication Technologies, which can become an extremely relevant and appealing educational and cultural compensation tool

The impact of interactive whiteboard technology on medical students' achievement in ESL essay writing: an early study in Egypt

This study investigated the impact of the interactive whiteboard on Egyptian medical students' achievement in essay writing in English as a second language (ESL). First, the writing micro-skills judged essential to help these students improve their essay writing were identified, using a questionnaire which investigated experts' views. This gave rise to a taxonomy of 29 writing micro-skills, which then provided the basis for the design of a teaching module. This module was subsequently taught to an experimental group using an interactive whiteboard to model the target micro-skills, thus exploiting the interactive features of the technology, while a control group was taught using traditional methods (pen, paper and traditional whiteboard). A pre-post essay writing test was developed to assess the impact of the module in both its experimental and traditional versions. Results showed that though the students' essay-writing skills improved in both groups, the use of the interactive whiteboard had no additional beneficial impact on the experimental group's achievement. This raises questions about the link between technological and pedagogical change in enhancing learning

Interactive Whiteboard Transition: A Case Study

This case study examined the process teachers use when incorporating interactive whiteboards in the classroom and daily curriculum. Participants were drawn from a small group of three elementary and three high school teachers who received an interactive whiteboard, but no formal training. The school system purchased over 300 interactive whiteboards and was not able to adequately train all of the teachers before the beginning of the school year. Findings were compared to relevant models of andragogy, TPACK, and CBAM. The results indicate that a teacher’s prior technological ability aids in the implementation of new technologies in the classroom. The findings also indicate the importance of peer-support and proximity when dealing with technical difficulties. There is an apparent need for a technology-specific adoption model that utilizes the technical experience teachers bring with them when they enter the classroom. The researcher introduces a working model for this process

A review of the research literature relating to ICT and attainment

Summary of the main report, which examined current research and evidence for the impact of ICT on pupil attainment and learning in school settings and the strengths and limitations of the methodologies used in the research literature

Effects of interactive whiteboard technology on the achievement and engagement of elementary-aged students with high-functioning Autism Spectrum Disorder in the content of reading

2016 Fall.Includes bibliographical references.This dissertation examined the effects of interactive whiteboards (IWB) during reading instruction on student engagement and achievement with three elementary-aged students with identified Autism Spectrum Disorder (ASD). To date, the majority of the literature references regular classroom instruction and not special populations. A quantitative-dominant mixed methods approach was implemented. It included experimental methods to collect achievement and engagement data, and a post-study interview to get a more in-depth understanding of the research. The same participants were used in both the quantitative and qualitative phases. The experimental phase consisted of two methods of delivery of the same reading intervention-traditional paper materials and on an IWB alternated in an A-B-A-B design. During the traditional delivery, students received books and corresponding worksheets in paper form. During the IWB condition, each student read the books and completed corresponding worksheets on the IWB. For the purpose of the study, data were collected on achievement and engagement of these three students. The percent of questions answered correctly answered on bi-weekly comprehension quizzes and word fluency was measured for student achievement. The frequency of joint attention (JA) behaviors was measured for student engagement. The second phase served a supporting qualitative component. At the conclusion of the experimental phase, structured interviews were conducted individually with each participant to examine the perceptions of the students on integration of the IWB into reading instruction. This study examined between and within-phase patterns of achievement and engagement for each student. It included descriptive statistics of the data, visual analysis with line graphs that displayed data phase-by-phase, and statistical analysis. In total, no noticeable differences or statistical significance was found in achievement or engagement between the two methods of intervention for the students with ASD. While a few correlations were found, they were only found in one variable in each category of achievement and engagement. All three participants did not have correlations for both of the two measurable variables for achievement. Also, all three participants did not have correlations for more than one of the four measured variables for engagement. Students expressed both positive and negative aspects of both conditions; however, a preference was given to the IWB. Suggestions for further research are incorporated as part of the study results. This dissertation may impact financial decisions related to purchasing technology for school administrators for their buildings. As demand for the use of technology in educational settings increase, along with the need for evidence-based interventions for students with ASD, administrators are faced with making decisions regarding the type of technology, the impact of technology, and the cost/benefits of particular technologies within school settings