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Mrs. Bettcher’s Balanced Literacy Program

Mrs. Bettcher’s Balanced Literacy Program. Erica Bettcher EDRDG 610 Dec. 11 , 2010 . What are Interactive Whiteboards and How are they Used in the Classroom?.

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Mrs. Bettcher’s Balanced Literacy Program

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  1. Mrs. Bettcher’sBalanced Literacy Program Erica BettcherEDRDG 610 Dec. 11, 2010

  2. What are Interactive Whiteboards and How are they Used in the Classroom? An interactive whiteboard is a large, touch-sensitive board, which is connected to a digital projector and a computer. The projector displays the image from the computer screen on the board. The computer can then be controlled by touching the board, either directly or with a special pen.

  3. Among the Potential Applications are: (Hall & Higgins, 2005)

  4. What the Research Says…

  5. Contextual Factors that can affect outcome Challenges: “Research to date does not often take into account the context in which interactive whiteboards are used. Nor is this context considered in terms of how it may affect student outcomes related to IWB usage in the classroom.” (DiGregorio & Sobel-Lojeski, 2010)

  6. Challenges Cont… Differences among individual teachers can greatly impact results. The three factors that had the biggest impact on results were: (Beeland, 2002; Swan, Schenker, & Kratocski, 2007)

  7. Case Study 1: A current study performed in a small school district in northern Ohio set out to investigate whether the use of interactive whiteboards in English language arts and/or mathematics lessons improved student learning in those areas as measured by student scores on the Ohio state achievement tests. (Swan, Schenker, & Kratcoski, 2007)

  8. Case Study Results: The results showed slightly higher performance among students in the interactive whiteboard group, with students in the fourth and fifth grades exhibiting the greatest advantage for interactive whiteboard instruction.

  9. Case Study Results Cont… In the reading test the whiteboard group scored slightly better than the non-whiteboard group, and the results were not statistically significant. In the math test the results were statistically significant with the whiteboard group performing slightly better (m=415.81) than the non-whiteboard group(m=414.63).

  10. Case Study Results Cont.. A teacher survey given at the end of the study revealed the following about IWB usage throughout the study: Teachers used the IWB slightly more frequently during math instruction than in reading. (This could account for the higher results in math) Teachers who used the IWB more frequently in math and reading typically scored above the mean. Teachers whose students scored above the mean in math were more likely to use IWBs interactively, where teachers of students who scored below the mean reported using the interactive whiteboard for more teacher-centered activities.

  11. Case Study 2: Researchers at Manchester Metropolitan University conducted an evaluation of the Primary Schools Whiteboard Expansion project (PSWE) from September 2004 to December 2006 to determine the effects interactive whiteboards have on teaching and learning, and how the length of exposure to interactive whiteboards affected students’ progress in English, mathematics and science, as well as any additional benefits interactive whiteboards may have had on special needs students. The project provided £10 million to 21 local authorities in 2003–04 in an effort to support the implementation and continued use of interactive whiteboards in primary schools in England. (Becta, 2007)

  12. Case Study Results: • The study found that, “Increasing students’ exposure to interactive whiteboards through curriculum integration significantly and positively impacts student achievement, especially in math and science.” • Researchers discovered that interactive whiteboards produced positive effects in the classroom, especially for students of prior average and high attainment. In fact, the results showed that consistent and long-term use of interactive whiteboards had a significant impact on the speed of progress for many students. (Becta, 2007)

  13. Case Study Results Cont… In Key Stage 2 mathematics, average- and high-attaining male and female students who had been taught extensively with the interactive whiteboard made the equivalent of an extra 2.5 to 5 months’ progress. In Key Stage 2 science, all students except for high-attaining females (who had already reached their maximum potential), made greater progress with more exposure to the interactive whiteboard. Low-attaining males made as much as 7.5 months’ additional progress. In Key Stage 2 writing, males with low prior attainment who had been taught extensively with the interactive whiteboard made 2.5 months’ additional progress. (Becta, 2007)

  14. Looking to the Future: Successful Implementation • Administrators and teachers need to be aware that just having an interactive whiteboard installed in their classroom is not going to automatically produce higher levels of learning and teaching. • It is important to look at what the research has showed us and effectively implement IWBs into our classrooms. With continued teacher education and support this technology has been proven to provide great benefits and outcomes for student achievement.

  15. REFERENCES • Beeland, W.D. (2002). Student Engagement, visual leaning, and technology: Can interactive whiteboards help? Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.135.3542&rep=rep1&type=pdf. • British Educational Communications and Technology Agency (Becta) “Evaluation of the Primary Schools Whiteboard Expansion Project.” 2007. http://partners.becta.org.uk/upload-dir/ downloads/page_documents/research/whiteboards_expansion.pdf • DiGregorio, P., & Sobel-Lojeski, K.(2009-1010)  The effects of interactive whiteboards (IWB's) on student performance and learning: A literature review. Journal of Educational Technology Systems, 38(3), 255-312.  Retrieved from http://baywood.com • Glover, D. & Miller, D. (2001) Running with technology: the pedagogic impact of the large scale introduction of interactive whiteboards in one secondary school. Technology, Pedagogy, and Education 10(3), 257–276. • Hall, I. & Higgins, S. (2005) Primary students’ perceptions of interactive whiteboards. Journal of Computer Assisted Learning, 21(2), 102-117. •  Swan, K., Schenker, J., & Kratcoski, A. (2007). The effects of the use of interactive whiteboards on student achievement. Research Center for Educational Technology.Retrieved Oct. 7, 2010 from www.editlib.org

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