INTERACTIVE WHITEBOARDS
Except where reference is made to the work of others, the work described in this thesis is my own or was done in collaboration with my Thesis Chair. This thesis does not include proprietary or classified information.
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Andrea Lynne Stipe
Certificate of Approval:
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Donald R. Livingston, Ed.D. Sharon M. Livingston, Ph.D.
Thesis Co-Chair Thesis Co-Chair
Education Department Education Department
INTERACTIVE WHITEBOARDS: A STUDY OF STUDENT ENGAGEMENT AND ACADEMIC ACHEIVEMENT
A thesis submitted
by
Andrea Stipe
to
LaGrange College
in partial fulfillment of
the requirement for the
degree of
MASTER OF EDUCATION
in
Curriculum and Instruction
LaGrange, Georgia
May 12, 2011
Interactive Whiteboards vi
Abstract
Student interest and motivation are dwindling in the classroom. Students are not gaining the foundation needed to understand and master the concepts taught through the strategies and techniques used by classroom teachers. This action research study focuses on, whether technology in classrooms fosters student engagement and academic achievement in implemented lessons. Data were derived from the implementation of a fraction unit in a kindergarten classroom. Qualitative data were collected through an instructional plan rubric, interview, and reflective journals then analyzed by coding. Quantitative data were collected through assessments and analyzed statistically. Quantitative data for the posttest scores revealed no significant difference between the group taught through an IWB and hands-on materials. Groups had significant differences between their pre/ posttest scores.
Table of Contents
Abstract ………………………………………………………………………………….iii
Table of Contents ………………………………………………………………………..iv
List of Tables ……………………………………………………………………………..v
Chapter 1: Introduction …………………………………………………………………...1
Statement of the Problem ……………………………………………………...... 1
Significance of the Problem ………………………………………………………1
Theoretical and Conceptual Frameworks ………………………………………...2
Focus Questions ………………………………………………………………...... 4
Overview of Methodology ……………………………………………………...... 5
Human as a Researcher …………………………………………………………...6
Chapter 2: Review of the Literature ………………………………………………………7
The use of an Interactive Whiteboard and Hands-On Activities………………….7
Formative Assessments ………………………………………………………….10
Student Engagement while Teaching with Interactive Whiteboards…………….12
Reflective Practice in Action Research …………………………………………14
Chapter 3: Methodology ………………………………………………………………...15
Research Design ………………………………………………………………....15
Setting …………………………………………………………………………...16
Subjects and Participants ………………………………………………...... 16
Procedures and Data Collections Methods ……………………………………...17
Validity, Reliability, Dependability, and Bias …………………………………..20
Analysis of Data …………………………………………………………………22
Summary ………………………………………………………………………...24
Chapter 4: Results ……………………………………………………………………….25
Chapter 5: Analysis and Discussion of Results …………………………...…………….32
Analysis of Results ………………………..…………………………………….32
Discussion ……………………………………………………………………….37
Implications ……………………………………………………………………...40
Impact on Student Learning …………………………………………………...... 41
Recommendations for Future Research …………………………………………42
References ……………………………………………………………………………….43
Appendixes ……………………………………………………………………………...45
List of Tables
Tables
Table 3.1 Data Shell ………………………………………………………………18
Table 4.1 T-Test: Two-Sample Assuming Unequal Variances …………………...26
Table 4.2 T-Test: Paired Two Sample for Means for the IWB Group …………....27
Table 4.3 T-Test: Paired Two Sample for Means for the Hands-On Group ……...28
Table 4.4 T-Test: Two-Sample Assuming Unequal Variances …………………...29
Interactive Whiteboards 1
Chapter 1: Introduction
Statement of the Problem
Student interest and motivation are dwindling in the classroom. Teachers use different methods in hopes of increasing student engagement and interest when implementing lessons but often fall short of success. As cited in The Wonders of Interactive Whiteboards, Starkman (2006) states, “His seventh-graders had been chattering as usual, joking around, not paying much attention to anything except their own adolescent obsessions and amusements” (¶ 1). Traditional classroom settings are not meeting the needs of students who are growing up in a technology based world. Teachers struggle with finding successful strategies for grabbing and holding students’ attention while implementing curriculum. This study will identify a teaching method through techniques which will improve student engagement and increase student test scores. Through action research this study will explore the use of interactive whiteboards (IWB) in the classroom in regards to student engagement and academic achievement. IWB are becoming a part of many classrooms.
Significance of the Problem
Students' level of comprehension and knowledge gained from classroom activities and lessons is affected by student engagement in the learning process. If students are not interested and motivated in lessons, then there is a low level of learning taking place in the classroom. Students are not gaining the foundation needed to understand and master the concepts taught through the strategies and techniques used by classroom teachers. Teachers are being forced to spend extra time re-teaching content. Students are not interested in the lesson; therefore, behavior issues arise and cause distractions which make it difficult for students to learn. Academic achievement is affected negatively because students are not focusing on the concepts being taught. Teachers' expectations are not being met due to lack of student engage in the curriculum. Student engagement is essential to student learning and success.
Theoretical and Conceptual Frameworks
On a state level, this thesis relates to Domain Two under the six domains of the Georgia Framework for Teaching, which states “Teachers support the intellectual, social, physical, and personal development of all students” (as cited by LaGrange College Education Department, 2008, p. 11). Teachers must be aware of how aspects of students' environments outside of the classroom affect students’ learning in the classroom. Our children are growing up in a technological world. The activities children participate in today are not anything comparable to activities children of the same age participated in ten years ago. Electronic games have replaced board games. Technology is changing and improving every day. Technology has revolutionized learning. IWB were originally created for office settings. Now they are being used in classrooms. Appropriate teaching strategies and tools must be used to gain and hold students’ attention while lessons are being implemented if learning is going to take place. Teaching tools, such as IWB, should be used to meet the social development and values of students in the classroom. In order to hold students’ attention, teaching strategies need to shift with the shifting world of children’s interest.
On a national level, this thesis relates with the Proposition 3 of the Core Propositions for Experienced Teachers “Teachers are responsible for managing and monitoring student learning” (LaGrange College Education Department, 2008, p. 12). For this study, research has been conducted to evaluate the most effective instructional techniques to increase student attention, engagement, and motivation. IWB were used in this study as instructional tools to implement curricula. Teachers are responsible for engaging the students in the learning process. Research by BECTA in 2003 revealed that an IWB “engages students to a greater extent” and “facilitates student participation” (as cited by Shenton & Pagett, 2007, ¶ 7).
Tenet Two of LaGrange College Education Department's (2008) Conceptual Framework states that teachers should “use effective verbal, nonverbal, and media communication techniques to encourage students’ development of critical thinking, problem-solving, and performance skills” (p.7). This study relates to Tenet Two in that teachers should utilize IWBs as a tool to facilitate a media connection in the classroom. Through the use of an IWB, technology can be integrated into all Georgia Performance Standards. Shenton and Pagett (2007) suggest that “interactive whiteboards, with their various typefaces, colors, images, and animations, are part of a technological revolution in classrooms” (¶ 3).
According to Powell and Kalina (2009), “Piaget’s cognitive constructivism theory incorporates the importance of understanding what each individual needs to get knowledge and learn at his or her own pace. Observing students and comprehending their level of difficulty is paramount to this process” (p. 243). Through the use of an interactive whiteboard teachers can focus on students’ individual needs and learning styles. Interactive whiteboards help create a constructivist learning environment by allowing the students to learn through interactive lessons. Interactive whiteboards make it possible for teachers to observe student learning and understanding of the curriculum. Teachers are able to differentiate and re-implement curriculum to meet their students’ needs through interactive whiteboards. Smith et al. (2005) suggest that, “An interactive whiteboard screen is also reported as a useful technique in supporting a range of needs within a class flexibility and spontaneously” (p. 92). Students can complete activities individually, with a partner, or in a small group setting which focuses on specific needs of each learner. IWBs can be used to challenge students by providing a resource through which they can complete a more advanced activity.
Vygotsky formed the theory of social constructivism and believed social interaction must be evident for learning to take place. Social interaction continually takes place when curriculum is implemented through an IWB. Smith et al. (2005) state, “As well as promoting the technical interactivity of IWBs, broader pedagogic claims are also being made that IWBs facilitate more interactive lessons. Some of the reports link this idea of pedagogic interactivity with pupil participation in whole-class interaction” (p. 95). Students interact with each other through conversation about how a problem is solved or what steps are needed to complete the task on an IWB activity. Interaction is also conveyed between the student and the learning activity which they are engaged in while on an IWB.
Focus Questions
The purpose of this study was to acquire an answer to the question, does having technology in classrooms foster student engagement and academic achievement in implemented lessons. Through the use of hands-on concrete materials and an IWB the main research question of this study was broken into the three focus questions:
1.) How are curricula implemented through the use of an interactive whiteboard and hands-on activities?
2.) How do interactive whiteboards compare with hands-on learning approaches in student learning?
3.) What are the impacts of interactive whiteboards and hands-on activities on student engagement while teaching the curriculum?
Overview of Methodology
This study was conducted using action research which included recognizing an issue, then researching the issue and collecting data, and finally analyzing the data accumulated to strengthen one’s instruction (Gilles, Martille, & Wilson, 2010). After indentifying and examining the research topic, an instructional plan was developed to address the implementation of the study. The instructional plan was evaluated by a more experienced colleague prior to the implementation of the study. Recommendations were provided preceding the completion of the rubric used to evaluate the instructional plan. Subjects and participants were required to conduct the action research. A class of kindergarten students which I taught was used as subjects to conduct this study. The participant used in this study was a teaching assistant acquired to implement the curriculum and record reflections due to her position. The study took place at a Title One school in Georgia. The subjects came from varying economic backgrounds and cultures. The study took place over two weeks in the middle of the school year. Quantitative and qualitative methods were used to collect data by analyzing the effectiveness of IWBs on student engagement and academic achievement. The students were given a pre-test to determine their knowledge of the content material in mathematics. The students were divided into two groups for the implementation of the mathematics lessons. Each lesson was implemented in two different methods. One method for teaching the curriculum was through the use of an IWB while the other method was through the use of hands-on and concrete materials. The two groups were taught the curriculum in one of the two different methods for the mathematics lessons. Observations were made and recorded in reflective journals to evaluate student engagement. After the students were taught the curriculum they were given a posttest. A dependent t-test was used to analyze the scores taken from the pretest and posttest to determine student academic achievement. The scores were also analyzed using an independent t-tests to identify any differences between the pretest scores and the posttest scores of the students taught using hands-on materials and an IWB.
Human as a Researcher
I have taught at a Title One school in Georgia for 3 years. I have taught first grade for the past three years and am now teaching kindergarten. During the past two years I was grade level chair for the first grade team. I believe that by using an IWB to implement curriculum students’ engagement will increase and improve. Implementation of curriculum through an IWB will increase academic gains and test scores. IWBs interest students and align with students’ cultural aspects such as technology. Behavior issues in the classroom will be decreased because students will be captivated and fascinated with the functions of an IWB. Students will want to participate in activities implemented through the use of an IWB.
Interactive Whiteboards 1
Chapter 2: Review of Literature
The use of an Interactive Whiteboard and Hands-On Activities
The technology revolution in classrooms began in the 1950’s with the inclusion of radios. Now in the twenty-first century, technology in the classroom includes interactive whiteboards (IWBs). IWBs were originally designed to be used in the business world, however, today they provide a new approach for teachers to implement curriculum. (Shenton & Pagett, 2007)
According to Peter Kent (2006) in Using Interactive Whiteboards to Enhance Mathematics Teaching, an IWB screen looks like a large flat screen television on a classroom wall. It displays images generated by a computer projected onto a touch sensitive screen which can be operated through a pen, a tool included with the IWB. The touch of the pen is equivalent to a touch of a mouse on a traditional computer.
In his article Kent (2006), explains that since IWBs are becoming more common in classrooms, resources for teachers are being uploaded to the internet for users across the world. Teachers create and share flipcharts which are similar to Microsoft Power Point slides focused on content areas to utilize in classrooms. The flipcharts include activities with which students and teachers can interact.
IWBs have opened the door for a plethora of opportunities for mathematics instruction and learning. Kent (2006) continues to explain the opportunities available to students and teachers such as, access to virtual and interactive games, learning objects, and mathematics software. Teachers can easily demonstrate and model for the entire class strategies such as fractions, problem solving, or measurement. The resources that teachers are able to use through an IWB innovate teaching and enhance lessons. The resources provide a format for creating shapes to increase accuracy of the sections and decrease confusion of size in fraction lessons. IWBs allow teachers to lead discussions, ask questions, provide assistance, and monitor student learning supported by a variety of new learning resources.