ETEC695 Final Action Research Project
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Transcript of ETEC695 Final Action Research Project
Running Head: IWB EFFECTS ON STUDENT ACHIEVEMENT
The Effects of Using an Interactive Whiteboard
on the Social Studies Achievement of Fourth Graders
Paula L. Naugle
Southeastern Louisiana University
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IWB EFFECTS ON STUDENT ACHIEVEMENT
Table of Contents
ACKNOWLEDGEMENT………………………………………………………………….……. 3
CHAPTER 1
Introduction ………………….………………………………………………………...………… 6
AbstractIntroductionPurpose StatementResearch HypothesisResearch QuestionsSignificance of the StudyOperational DefinitionsOrganization of the Study
CHAPTER 2
Review of Literature …………..……………………………………….………………………..10
Introduction The Effects of Using an Interactive Whiteboard on the Social Studies Achievement of Fourth GradersSummary
CHAPTER 3
Methodology…………….……………………………………………………………….….. ….16
Research Design Sample Instrumentation ProceduresData Analysis Keys Areas for Further Research
Appendix…………………………………………………………………………………………20
References………………………………………………………………………………………..22
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IWB EFFECTS ON STUDENT ACHIEVEMENT
ACKNOWLEDGEMENT
I would like to thank Southeastern Louisiana University and Jefferson Parish Public
School System for extending the opportunity to me to earn my Master’s Degree in Educational
Technology Leadership. Over the course of my long teaching career I have started several
Master’s programs, but never found the one that spoke to my passions. When I received an email
informing me that SELU and JPPSS were setting up a cohort and would be offering this Master’s
program I attended the organizational meeting. There I discovered that through a partnership
formed by these two institutions, teachers from JPPSS could earn a Master’s degree and take the
classes in Jefferson Parish and online. Since educational technology is my passion, I knew this
program was for me.
Over the course of the next two years I completed my classes and learned so much about
technology and leadership along the journey. I became a member of the Jefferson Parish cohort,
along with eight other incredible educators. I value the friendships I have forged with each and
every member of this cohort. I whole-heartedly thank them for their friendship, collaboration,
and support as I worked on my projects and papers. I would especially like to thank the members
of my SELU study group – Alicia, Peggy, and Mona. We have laughed and cried as we labored
through this adventure together. The bonds we have formed will always be precious to me.
Please know that I am forever indebted to each of you.
I realize that the original plan for this cohort changed and evolved from the time of its
inception. SELU has seen its educational technology leadership professors change since we
began. Thank you to Dr. DeVaney, Dr. Rhodes, Dr. Parton, Dr. Hancock and Dr. Ennis for all
that you did to enable me to earn my Master’s degree. (Finally)
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IWB EFFECTS ON STUDENT ACHIEVEMENT
Finally, I would like to say a heart-felt thank you to my roommate, Robert Weems. You
have put up with many missed meals, messy clutter, bad moods, and had to take on many extra
household chores that I never seemed to have time for as I was earning my Master’s. I owe you.
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IWB EFFECTS ON STUDENT ACHIEVEMENT
Abstract
This study will investigate the effect of using interactive whiteboards (IWB) on the social
studies achievement of fourth graders. Two intact fourth grade classes from a mid-size suburban
school will be the participants in this study. The treatment group will be taught by a teacher
using a traditional method of instruction, but integrating the use the whiteboard interactively as it
was designed to be used. This group will also use student response clickers as part of the
interactive daily lessons. The control group will receive the traditional methods of instruction
and their IWB will only be used by the teacher. They will not use the student response clickers.
A randomized pretest/posttest control group design will be used for this study. To determine
whether a statistically significant difference exists between the two groups, teacher made pretests
and posttests will be used. The teachers will work together to design the test in the format of the
standardize test the students will take in the spring. Both groups will take the same tests.
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IWB EFFECTS ON STUDENT ACHIEVEMENT
CHAPTER 1
Introduction
Classrooms today are beginning to look different then they did in the 20th century. Many
now have technology tools that weren’t available until the 21st century. Front and center in many
of the new 21st century classrooms is an interactive whiteboard (IWB) instead of a chalkboard.
Computers and handheld response systems are also present. A ceiling-mounted projector is
displaying content from the Internet or whiteboard software programs onto the IWB. Students
can go to the board and use a pen or their finger to move things around and interact with the
display. The students can also respond to an on-the-spot assessment question by pushing a button
on the response system, commonly referred to as a clicker. Yes, IWBs and clickers are wonderful
tools that encourage students to be fully engaged in the lessons being presented.
However, there is a problem with these wonderful tools. Interactive whiteboards are
installed in teachers’ classrooms across this country will almost no training given to the teachers
on how to effectively use this piece of technology. In too many instances, because of this lack of
training, the teacher is still acting like the “sage on the stage”. She uses the IWB and the
projector to deliver content as she did in the 20th century when all she had at her disposal was a
chalkboard.
Teachers need training and time with the tools (IWB, projector, clickers) to use them as
they were designed – interactively. Demonstration lessons and best practices need to be available
to the teachers so IWB don’t become fancy display boards.. The teachers need to get comfortable
with letting their students use the tools also, because when the boards are used interactively,
magical things can happen in a classroom.
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IWB EFFECTS ON STUDENT ACHIEVEMENT
Purpose Statement
The purpose of this study is to determine the effect of using an interactive whiteboard and
clickers on the social studies achievement of fourth graders.
Research Hypothesis
It is hypothesized that fourth graders whose teacher uses an interactive whiteboard as it
was designed - for students to interact with - will score statistically significantly higher than
fourth graders whose teacher uses the board as a “stand and deliver” projection tool, with respect
to social studies achievement.
Research Questions
Will the proper use of an IWB have an effect on student learning? Will using student
response systems (clickers) have an effect on student learning?
Significance of the Study
The significance of this study is to determine whether the achievement of fourth graders
in social studies will increase when an IWB in used interactively by the students. It will also be
determined if using the clickers to respond to ongoing assessment throughout the units of study
will effect the students’ achievement in social studies.
Operational Definitions
The operational definitions used in this study are interactive whiteboard (IWB), clickers,
GLEs, TDI, and 504.
IWB refers to a board that is connected to a computer and a projection system and
includes software that allows objects to be moved by way of a pen or a wand.
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IWB EFFECTS ON STUDENT ACHIEVEMENT
Clickers refer to handheld signaling devices that are activated by pushing buttons. The
software program of the IWB “reads” the responses and tallies the results so that the responses
can be viewed immediately on the IWB.
The GLEs are the grade level expectations that state what every fourth grader should
master in social studies during the year. They are broken up into the strands of geography, civics,
economics, and history. The GLEs are what the classroom teacher should be using to drive her
curriculum, not the textbook.
TDI is the acronym for teacher-directed instruction and refers to the teaching methods
that are led and directed by the teacher.
504 is the term educators use to refer to Section 504 of the Rehabilitation Act of 1973. It
is a civil rights statute that requires the needs of students with disabilities, such as asthma,
dyslexia, and ADHD, to be met as adequately as the needs of the non-disabled are met. Students
under Section 504 have accommodation plans to help meet their needs in the regular classroom.
Organization of the Study
This study will utilize convenience sampling using two intact fourth grade classes from a
mid-size suburban, public school. There will be 50 students ranging in age from nine to eleven
years of age.
The treatment group will consist of 24 students - 48% will be females and 52% will be
males. The group will consist of 41% black, 24% white, 21% Hispanic, and 14% Asian. Eighty-
two percent of the treatment group will be identified as low-socioeconomic status because they
receive free or reduced lunch. Two students in the treatment group will receive 504
accommodations and one will be repeating fourth grade.
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IWB EFFECTS ON STUDENT ACHIEVEMENT
The control group will consist of 26 students – 47% females and 53% males. The racial
mix of the group will be 40% black, 27% white, 20% Hispanic, and 13% Asian. Eighty-four
percent of the control group will be identified as low-socioeconomic status because they receive
free or reduced lunch. Three students in the control group will receive special education services
and one will be repeating fourth grade.
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IWB EFFECTS ON STUDENT ACHIEVEMENT
CHAPTER 2
Review of Literature
Introduction
Many schools today are trying to outfit classrooms with the latest in 21st century
technology. Interactive whiteboards are being placed in an ever-increasing number of classrooms
to replace traditional chalkboards. Most of the IWBs also come with handheld student
responders, often called clickers. The use of IWBs and clickers should enable student retention
and review of information in a more engaging and motivating way. Teachers need to be properly
trained in the use of IWBs and clickers to effectively use them in their classrooms.
The Effects of Using an Interactive Whiteboard on the Social Studies Achievement of Fourth
Graders
According to a white paper published by SMART Technologies Inc. in 2004, “Learning with
interactive whiteboards in the classroom enables effective student retention and review in the
following ways:
Lessons are more memorable because students are more engaged and motivated. Students
are able to focus more on the learning moment rather than worry about capturing
everything through note taking
Several different learning styles are accommodated when learning is delivered with an
interactive whiteboard, improving chances of student retention during class
Notes generated on an interactive whiteboard can be printed or e-mailed for distribution
after class, ensuring the student has good review material to support information
retention.”
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As I continued to search through the research conducted on the use of interactive whiteboards
in the classroom, I decided to group the key points I discovered into four general areas: general
benefits, benefits for teachers, benefits for students, and factors for effective use.
General benefits
versatility, with applications for all ages across the curriculum (Smith A 1999)
increases teaching time by allowing teachers to present web-based and other resources
more efficiently (Walker 2003)
more opportunities for interaction and discussion in the classroom, especially compared
to other ICT (Gerard et al 1999).
increases enjoyment of lessons for both students and teachers through more varied and
dynamic use of resources, with associated gains in motivation (Levy 2002).
Benefits for teachers
enables teachers to integrate ICT into their lessons while teaching from the front of the
class (Smith H 2001)
encourages spontaneity and flexibility, allowing teachers to draw on and annotate a wide
range of web-based resources (Kennewell 2001)
enables teachers to save and print what is on the board, including any notes made during
the lesson, reducing duplication of effort and facilitating revision (Walker 2002)
allows teachers to share and re-use materials, reducing workloads (Glover & Miller 2001)
widely reported to be easy to use, particularly compared with using a computer in whole-
class teaching (Smith H 2001)
inspires teachers to change their pedagogy and use more ICT, encouraging professional
development (Smith A 1999).
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IWB EFFECTS ON STUDENT ACHIEVEMENT
Benefits for the students
greater opportunities for participation and collaboration, developing students’ personal
and social skills (Levy 2002)
students are able to cope with more complex concepts as a result of clearer, more
efficient and more dynamic presentation (Smith H 2001)
different learning styles can be accommodated as teachers can call on a variety of
resources to suit particular needs (Bell 2002)
enables students to be more creative in presentations to their classmates, increasing self-
confidence (Levy 2002)
students do not have to use a keyboard to engage with the technology, increasing access
for younger children and students with disabilities (Goodison 2002).
Factors for effective use
sufficient access to whiteboards so teachers are able to gain confidence and embed their
use in their teaching (Levy 2002)
use of whiteboards by students as well as teachers (Kennewell 2001)
provision of training appropriate to the individual needs of teachers (Levy 2002)
investment of time by teachers to become confident users and build up a range of
resources to use in their teaching (Glover & Miller 2001)
sharing of ideas and resources among teachers (Levy 2002)
positioning the whiteboards in the classroom to avoid sunlight and obstructions between
the projector and the board (Smith H 2001)
a high level of reliability and technical support to minimize problems when they occur (Levy 2002).
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While the efficiency of whiteboards is an important advantage – in one school, teachers
found they could significantly increase teaching time (Walker 2003) – it is their use to extend
and transform learning that results in the greatest gains. The literature gives numerous examples
of such use in areas as diverse as literacy and numeracy (Smith H 2001), modern foreign
languages (Gerard et al 1999) and special education needs (Carter 2002).
Glover & Miller (2001) identify three levels of whiteboard use:
to increase efficiency, enabling teachers to draw upon a variety of ICT-based resources
without disruption or loss of pace
to extend learning, using more engaging materials to explain concepts
to transform learning, creating new learning styles stimulated by interaction with the
whiteboard.
Increased motivation is seen as a key benefit of whiteboards. Reasons for this include:
their presentational capabilities – incorporating websites and video seamlessly in teaching
the high level of interaction – students enjoy interacting physically with the board,
manipulating text and images
the capacity to present and discuss students’ work – focusing on student-originated
material helps keep the class on task and raise self-esteem.
Allowing students to use the whiteboards so they engage with learning materials is therefore
vital in increasing motivation and learning gains (Kennewell 2001). Studies report that
motivational gains diminish as the whiteboards become more familiar, although students tend to
view their educational impact more positively the more they are used (STCC 2002).
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IWB EFFECTS ON STUDENT ACHIEVEMENT
Teachers have found interactive whiteboards relatively easy to use but becoming confident in
their use takes commitment in terms of both training and independent exploration. Developing
multimedia teaching materials is a significant addition to workload in the early stages, though
preparation time decreases once a range of materials exists. The expectations the whiteboards
engender in students, however, put pressure on teachers to constantly improve the presentation
and content of lessons. The capacity to share resources via the school network and internet could
reduce workloads, but evidence suggests this is currently under-used (Glover & Miller 2001).
Teachers are hesitant about changing their pedagogy to incorporate interactive whiteboards if
practical considerations hinder their use. Key factors include:
ease of access – the whiteboards need to be a regular part of classroom practice if they
are to be fully exploited (Greiffenhagen 2000)
reliability – studies report varying, though generally high, levels of reliability; the role of
whiteboards in lesson delivery means it is essential that teachers have confidence in the
board, its network connection and the provision of technical support
visibility – problems can occur where sunlight shines directly onto the board (Levy 2002)
positioning – the board should be mounted at a suitable height and the computer and
projector positioned to minimize the risk posed by trailing wires (Smith H 2001).
Research suggests that consulting teachers at an early stage can reduce practical difficulties
and ensure the technology meets the school’s pedagogical needs. The cost of interactive
whiteboards makes value for money an important consideration. It is only when used to extend
and transform learning that they justify their cost relative to cheaper solutions such as plasma
screens or data projectors and conventional boards. Research indicates that while some teachers
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IWB EFFECTS ON STUDENT ACHIEVEMENT
are making full use of interactive whiteboards, this is not yet generally the case. In one study
(Glover & Miller 2001) teachers were equally enthusiastic about lower-cost options.
CHAPTER 3
Methodology
Research Design
A randomized pretest/posttest control group design will be used for this study. The
independent variable will be the type of instruction. The subjects will be students in two intact
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IWB EFFECTS ON STUDENT ACHIEVEMENT
fourth grade social studies classes. The levels will be Teacher Directed Instruction (TDI) plus the
use of screen-captured math lessons and the control group who will receive just TDI. The
dependent variable will be social studies achievement as measured by the teacher made pre- and
posttests.
Sample
This study will utilize convenience sampling using two intact fourth grade classes from a
mid-size suburban, public school. There will be 50 students ranging in age from nine to eleven
years of age.
The treatment group will consist of 24 students - 48% will be females and 52% will be
males. The group will consist of 41% black, 24% white, 21% Hispanic, and 14% Asian. Eighty-
two percent of the treatment group will be identified as low-socioeconomic status because they
receive free or reduced lunch. Two students in the treatment group will receive 504
accommodations and one will be repeating fourth grade.
The control group will consist of 26 students – 47% females and 53% males. The racial
mix of the group will be 40% black, 27% white, 20% Hispanic, and 13% Asian. Eighty-four
percent of the control group will be identified as low-socioeconomic status because they receive
free or reduced lunch. Three students in the control group will receive special education services
and one will be repeating fourth grade.
Instrumentation
For this study, teacher made pre and posttest for the social studies units being studied will
be used. There have been three teachers in fourth grade for the past two years who worked
together to create posttests for the social studies units of study. They were so successful that at
the end of the 2008-2009 school year they received an honor from the district and the social
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IWB EFFECTS ON STUDENT ACHIEVEMENT
studies chairman for being among the top three schools in the district based on LEAP scores for
social studies. The fourth graders at Bissonet received a scaled score of 331 for the 2008-2009
year. They earned 63% in Geography, 70% in Civics, 79 % in Economics, and 71% in History.
During the 2009-2010 school year the students earned a scaled score of 340. They earned 79% in
Geography, 67% in Civics, 71% in Economics, and 68% in History.
After analyzing the test results for the past two years, the teachers feel that they are very
capable of making pre and posttests that will be reliable and valid. They have seen that the
construction of posttests that closely follow the LEAP format and cover all fourth grade GLEs
have had positive effects on student achievement in social studies. They will use that bank of
tests to construct the pre and posttests for this study.
Procedures
Two intact fourth grade social studies classes at my school will be used for this study.
Both the treatment and the control group will contain approximately 30 students. Each group will
have a 50 minute social studies class daily. Each class will be conducted in a traditional manner
by checking homework, introducing the daily lesson to the whole group, small group practice
sessions, individualized work, a wrap-up with the whole group, and a homework assignment.
The control group’s teacher will use her IWB as a teaching tool. The students will be
seated and will receive her instruction in a very traditional “sage on the stage” manner. The TDI
will be done in a nontraditional way using an interactive whiteboard (IWB) projection system
and a software program from Promethean that allows the teacher to create interactive flipcharts
she will be conducting the class and demonstrating the interactivity of the IWB.
The treatment group’s teacher will also use her IWB. The students will actively
participant will the Promethean flipcharts and will use the student response clickers to do short
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IWB EFFECTS ON STUDENT ACHIEVEMENT
assessments during each lesson. This teacher will assume more of a “guide of the side” in the
class letting the students “drive” the IWB.
Before each unit of instruction is begun, a pretest with be administered to each class. The
results with be recorded on a sheet similar to the one found in the appendix. The teachers will
work together to design the pre and posttest and the flipcharts for the IWB. Only the teacher of
the control group will add in assessment questions to be answered during each lesson using the
clickers.
Data Analysis
In order to determine whether a statistically significant difference exits between students
who used the interactive functionality of the IWB and those students who do not, the results of
both classes’ pre and posttests for each unit will be analyzed. The results of each pre test will be
recorded on a sheet similar to the one found in the appendix. The lessons will be conducted and
then the posttest results with be recorded on the same sheet.
Key areas for further research
As interactive whiteboards are still relatively new, more research, both quantitative and
qualitative, is needed on all aspects of their use. Most of the research has so far been conducted
in schools where whiteboards are still quite new to both the teachers and the students: further
studies will be needed to re-assess their impact once they are embedded in classroom practice
and no longer felt to be a novelty. To ensure schools make the right choices and get value for
money, it would also be useful to assess the advantages and disadvantages of interactive
whiteboards in relation to lower-cost solutions and other emerging technologies such as tablet
PCs.
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IWB EFFECTS ON STUDENT ACHIEVEMENT
Appendix
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IWB EFFECTS ON STUDENT ACHIEVEMENT 21
IWB EFFECTS ON STUDENT ACHIEVEMENT
Research
Bell, M. A. 2002. Why use an interactive whiteboard? A baker’s dozen reasons! Teachers.Net
Gazette, 3 (1), January 2002. http://teachers.net/gazette/JAN02/mabell.html (Accessed
July 15, 010).
Carter, A. 2002. Using interactive whiteboards with deaf children.
http://www.bgfl.org/bgfl/activities/intranet/teacher/ict/whiteboards/index.htm (Accessed
July 15, 2010).
Gerard, F. et al. 1999. Using SMART Board in foreign language classrooms. Paper presented at
SITE 99: Society for Information Technology and Teacher Education International
Conference, San Antonio, Texas, 28 February–4 March 1999.
Goodison, T.A.M 2002. Learning with ICT at primary level: pupils’ perceptions. Journal of
Computer Assisted Learning 18, pp.282-295.
Glover, D. and Miller, D. 2001. Running with technology: the pedagogic impact of the large-
scale introduction of interactive whiteboards in one secondary school. Journal of
Information Technology for Teacher Education, 10 (3), pp.257-276.
Greiffenhagen, C. 2000. From traditional blackboards to interactive whiteboards: A pilot study to
inform system design. Proceedings of the Conference of the International Group for the
Psychology of Mathematics Education (PME) (24th, Hiroshima, Japan, 23-27 July,
2000), Vol. 2.
Johnson, C. 2002.The writing’s on the board. Educational Computing & Technology, September
2002, pp. 58-59.
Kennewell, S. 2001. Interactive whiteboards – yet another solution looking for a problem to
solve? Information Technology in Teacher Education, 39, Autumn 2001, pp.3-6.
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IWB EFFECTS ON STUDENT ACHIEVEMENT
Levy, P. 2002. Interactive Whiteboards in learning and teaching in two Sheffield schools: a
developmental study. Sheffield: Department of Information Studies, University of
Sheffield.
Marzano Research Laboratory (2009). Meta-analysis database. Retrieved August 24, 2009 from
http://www.marzanoresearch.com/research/meta_analysis_database.aspx.
Smith, A.1999. Interactive whiteboard evaluation. MirandaNet.
http://www.mirandanet.ac.uk/pubs /smartboards.htm (Accessed July 15, 2010).
Smith, H. 2001. SmartBoard evaluation: final report. Kent NGfL.
http://www.kented.org.uk/ngfl/whiteboards/report.html (Accessed July 15, 2010).
South Texas Community College (STCC) 2002. Student perceptions of the use and educational
value of technology at the STCC Starr County Campus.
http://www.stcc.cc.tx.us/~research/reports/pdfs/Student_Perceptions_Technology.pd
(Accessed July 15, 2010).
Walker, D. 2002. White enlightening. Times Educational Supplement, 13 September 2002. p.19.
Walker, D. 2003. Quality at the dockside. TES Online. 3 January 2003. pp.66-67.
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