RESEARCH+and+SCHOLARLY+ARTICLES


 * //Research and scholarly articles //**

 
 * The excerpts below highlight some of the most important points made in the articles referenced at the bottom of the page:**

According to research findings and educator reports, the Interactive Whiteboard (IWB), fom the view of the teachers, can have a significant impact on educational instruction. From their own research undertakings, Gerard and Widener (1999) report that the use of interactive whiteboards “promotes the organizational skills of the teacher,” and Solvie (2004) offers that interactive whiteboards are proving to be “an organizational tool for lesson preparation and an effective way to follow up on instruction”.  Further, Latham (2002) reports that 84 percent of teachers polled felt more effective in their course planning and preparation when an interactive whiteboard was introduced into their classroom, and Cooper (2003) finds that teachers were more positive in their positions because the interactive whiteboard enabled them to teach more effectively. Similarly, a teacher surveyed by Miller and Glover (2002) states, “It’s a good thing to be able to build up your materials across the year and then to plan the work for the coming year knowing that a great deal of the introductory board work has been done already.” Moreover, Miller, Glover and Averis (2005), noted that, to the 12 secondary school mathematics departments studied in their two-year research project, having the ability to save lesson materials “meant that basic lessons could be refined from class-to-class or year-to-year, in light of changing pupil need and context. ”

So how can interactive whiteboards make teaching and learning better? Firstly, it starts with interactivitity which leads to greater motivation and learner engagement. It promotes interaction between learner and whiteboard, learner and visual information and between teacher and learner (Armstrong et al, 2005). According to Armstrong et al (2005) the term "interaction" foregrounds the give and take between learners and teachers... which leads to new formulations and further understandings. Cuthell (2005) concurs and asserts that when learners are able to see and recall meaning, they can incorporate it within their cognitive schemas and contruct their own picture of knowledge and understanding. The visual nature of interactive whiteboards promotes interactivity.

Cuthell (2005) highlights that powerful reinforcement is built into the interactive whiteboard. In other words, when learners receives constant feedback they take more responsibility for their learning and feel empowered. Furthermore the ability to "visualise and recall the lesson" supports learning. The range of resources that can be embedded within the interactive whiteboard lesson software, and the interactivity itself has engaged almost all learners and enhanced their progress" (Cuthell, 2005). According to researcher Beeland (2002), even without hands-on experience, studies report an increase in student engagement due to the use of visuals. Interactive whiteboards create an opportunity to combine a number of otherwise disparate elements (i.e. video, flash animation, text, audio files, web materials) to contruct meaning and understanding for learners (Cuthell, 2005). According to Beeland (2002) visual elements will help students to process and organize information, and can challenge them to employ higher order thinking skills.

However, not all education researchers (Hawkins, 2001) support interactive whiteboard technology in the classroom. Some highlight that learners may still take a passive role in learning. However, it is not the technology itself, but how interactive whiteboards are employed in the classroom, that will determine whether learners work passively or actively.

Leu (2001) cautions that if we are using whiteboard technology to create "digital worksheets", or to do more of the same as we would within a print medium, this means that we are not challenging ourselves to think beyond the print medium. In other words, we need to be engaging in teaching and learning that supports learner engagement and representing ideas in multiple ways. 

 The following questions developed by Leu (2001) could be of use when considering purchasing or using interactive whiteboards in the classroom: 1. What potential does the interactive whiteboard provide that deepens understandings that would not be possible otherwise? 2. How does using this technology enhance classroom practice? What does it do differently? 3. How can leaders use this as an opportunity to set up a culture of sharing among staff and create a shift in pedagogy ... from traditional teacher-centered to more contemporary learner-centered pedagogy? 4. As a school, in what ways will you support the new technology, so that it is a rich and meaningful experience? What will be in place for the actual running of the technology? What will be in place for professional development? 5. How could this technology change our vision of pedagogy and therefore student success? 6. What literacy knowledge, skills and experience are assumed when interacting with a whiteboard? 7. How does the interactive whiteboard best support collaborative learning among learners? 8. How can the technology be used so that it reflects the constructivist principles of teaching and learning? 9. What does this technology allow a classroom teacher to do that they otherwise could not do? 10. What cultural activities and social identities does it allow students to engage with? 11. Does the school leadership support the use of interactive whiteboards?

  Support for training and time to learn is made possible through strong leadership. Leadership must be present for change to occur. According to Glover & Miller, (2003) the role of the school leadership is to persuade and convince others of the educational value of the new technology through example and persuasion. Furthermore once the majority of the teachers are supportive of the use of interactive whiteboards the detractors are likely to diminish. Leadership must support change by devising professional development that meets the needs of teachers and of the school. //

See also: Interactive Whiteboards - Best Practice   // - // Students with special needs // 

//** Some useful Web Links to research findings: **// //Findings: // Interactive and collaborative qualities of board use were regarded as important reasons for using the equipment. //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Full report available at //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">[] //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;"> Findings: //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">"All staff who used the Whiteboard were extremely enthusiastic about the possibilities of the technology and a lot were inspired to use ICT more in their lessons and were given confidence by the fact that the Whiteboard was reliable and easy to use." //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Full report available at //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">[] //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;"> Findings: //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;"> "The interactive whiteboard is an effective medium for teacher input to the whole class, and for reviewing the lesson. The teacher is able to present from the front, and is better positioned to observe pupils' response. ... [It is ] an effective support for teacher-led group work //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Full report available at //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">[] //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;"> Findings: //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;"> Statistically significant improvement in student attitudes towards both using computers in instruction and towards writing instruction. //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Full report available at //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">[] //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;"> Findings: //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Grade one Math study showed significant growth in experimental group v. traditional teaching //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Full report available at //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">[] //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;"> Findings: // <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Found that use of SMART Board to visualize complex phenomena may help women gain knowledge in physical science classes //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Full report available at //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">[] //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;"> Findings: " //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">The special needs teacher noted that the most significant attribute was the attention and motivation the students had when working with the board. During the course of the study, there was no diminishment in enthusiasm and the students continued to want to complete most tasks using the board. The collaborative interaction within the group improved over time. This sustained motivation and persistence with the use of the board are the two key factors in aiding with learning outcomes. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">She noted an increase in the level of participation of all students in both grades. There appeared to be a correlation between the need for modification and the change in the degree of participation by the students." //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Full report available at //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">[]

//<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Findings: //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">"In the academic setting, they yielded significant increases in their self-esteem, appropriate peer relations, and overall self worth." //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Full report available at //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">[]

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//<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Findings: //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">"Students were motivated and said that their learning had benefited from the use of the Whiteboard. They liked the idea of being able to see what they were supposed to be doing rather than being shown on their own computer. This links in with accelerated learning techniques involving visual rather than verbal instruction. The students said their attention was more focussed from having a large focal point and colour image within the room." //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Full report available at //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">[] =====