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Module 6: Interactive Boards

Research PDF

A New Teacher Tool, Interactive White Boards: A Meta Analysis
Saltan, F. & Arslan, K. (2009). A New Teacher Tool, Interactive White Boards: A Meta Analysis. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 2115-2120). Chesapeake, VA: AACE.

  • A review or analysis of ten experimental or case studies that examines the publish findings of Interactive Whiteboards (IWBs).
  • The studies were classified under three main titles which are “Interactivity and participation”, “Perception” and “Effectiveness and Efficiency”.
  • The findings also showed that the potential of the IWB for effective teaching and learning was obvious and the touch-sensitive nature of IWBs facilitates more professional and efficient delivery of multimedia resources.

Interactive Whiteboards and Learning: A Review of Classroom Case Studies and Research Literature
Interactive Whiteboards and Learning: A Review of Classroom. SMART Technologies, Inc., April 2004. Web. 13 Jan. 2011. http://peremarques.pangea.org/pdigital/es/docs/Research%20White%20Paper.pdf

  • Research and case study observations from the United States, United Kingdom, and Australia, that discusses the many ways that interactive whiteboards impact learning.
  • From the research, several themes are emerged, including the positive effect they have on student engagement, motivation, ability to encompass a variety of learning styles, and their ability to enhance student retention and review processes.

Teaching With Interactive Whiteboards
Marzano, Robert J. "Teaching With Interactive Whiteboards." Educational Leadership Nov. 2009. Web. 13 Jan. 2011.

  • This article summarizes a study (Marzano & Haystead, 2009) that involved 85 teachers and 170 classrooms in which the teachers used interactive whiteboards to teach a set of lessons, which they then taught to a different group of students without using the technology.
  • Study results indicated that, in general, using interactive whiteboards was associated with a 16 percentile point gain in student achievement.
  • This study includes the following recommendations for teachers using an interactive whiteboard:
    • Teachers should think through how they intend to organize information.
    • They should group information into small, meaningful segments before they start developing the individual digital slides.
    • Visuals within the digital slides should clearly focus on the important information, but they should not contain too many visuals or too much written information.
    • When using reinforcing features like virtual applause, teachers should make sure that students focus on why an answer is correct or incorrect. Although these features can produce high engagement and certainly enliven the atmosphere in a classroom, they can also be distracting if used without a clear focus on essential content.

Interactive Whiteboards and Learning
March 2006, SMART Technologies, Inc.

  • Interactive whiteboards affect learning in several ways, including raising the level of student engagement in a classroom, motivating students and promoting enthusiasm for learning.
  • Interactive whiteboards support many different learning styles and are used in a variety of learning environments, including those catering to students with hearing and visual impairments.
  • Research also indicates that notes taken on an interactive whiteboard can play a key role in the student review process, leading to higher levels of student attendance.
  • In addition to the observed positive impacts on student learning, research shows that designing lessons around interactive whiteboards helps educators streamline their preparation, be more efficient in their Information and Communication Technology (ICT) integration and increase their productivity overall.
  • This paper brings together interactive white-board research and case study observations from the United States, the United Kingdom and Australia.
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