Interactive Whiteboards in the Classroom

  Assess the effectiveness of interactive

whiteboards on student engagement
  Measure effectiveness by interaction and
retention of information. (Post data collection)
  Use a qualitative approach to data collection
  Predata surveys
  Qualitative interviews
  Quantitative data collection
Qualitative questioning will gauge childrens
attitudes towards the use of the
interactive whiteboard.
Measuring engagement in interviews over a
5 month period
  Does the interactive white board help you with your learning? Yes/No
  If you answered yes please explain how.
  You may use these headings if you wish. Maths,Writing,Science,Topic,
etc….
  What are some of the differences between the Interactive whiteborad and
a normal whiteboard?
  Have you physically used the IWB including the pens and wand this year?
  If you answered yes what did you do on the board? Was this by yourself
or in a group setting?
  Are there any difficulties in using the board YES/NO
  If you answered yes please explain what these might be
  Please comment on anything else about the IWB
 Classroom results reported that students are more engaged in classrooms with interactive whiteboards.
Students themselves report that lessons are more interesting when they get to use an interactive
whiteboard. “It’s really fun you get to do lots of cool activities” Sophie aged 10
 Additionally, the wow factor really does not wear off over time. Skeptics might postulate that students
become blase about its use, but that speculation is not borne out by our school research. After a five
month period the level of interest and engagement remains high. A certain level of technology
competence does need to be assumed. Teachers are not delivering old-style chalk-and- talk sessions
from the front of the classroom.
 Professional development should include training on strategies for engaging the whole class with an
interactive whiteboard Teacher productivity is an important consideration for schools adopting
information and communication technology (ICT).
 As school jurisdictions move to broadly deploy ICT, teachers also need to benefit. The achievements
and enthusiasm of their students are definite motivators, but if teachers can reduce their preparation
time while increasing student engagement, the advantages of the technology are obvious. All of this
research paints a positive picture of the impact that interactive whiteboards can have in Brockville
school classrooms.
 Classroom results reported that students are more
engaged in classrooms with interactive
whiteboards. Students themselves report that
lessons are more interesting when they get to
use an interactive whiteboard. “It’s really fun you
get to do lots of cool activities” Sophie aged 10
 Different Learning Styles Some students learn by simply reading a book. Some learn by
listening.
  Others draw a picture in their mind as many students today are visual learners, and they learn
best when they can see visually engaging pictures, videos, images and diagrams. With an
interactive whiteboard in the classroom, teachers can draw upon a variety of multimedia
resources to help more students grasp a concept.