The Effects of the Use of Interactive Whiteboards on Student Achievement
Karen Swan, Kent State University, United States ; Jason Schenker, Annette Kratcoski, Research Center for Educational Technology, Kent State University, United States
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The purpose of the research reported in this paper was 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 state achievement tests. The study examined the reading and mathematics achievement test scores of all students in the third through eighth grades in a small urban school district in northern Ohio and compared scores between students whose teachers used interactive whiteboards for instruction and those whose teachers did not. Results show 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. Further research on the use of interactive whiteboards for K-12 teaching and learning is thus clearly indicated.
Swan, K., Schenker, J. & Kratcoski, A. (2008). The Effects of the Use of Interactive Whiteboards on Student Achievement. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3290-3297). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)
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Khalid Bingimlas, Salman bin Abdulaziz University, Saudi Arabia
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 598–602
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Edith Manny-Ikan, Henrietta Szold Institute,, Israel; Osnat Dagan, KadimaMada Educating for Life, Israel; Tal Tikochinski & Rachel Zorman, Henrietta Szold Institute, Israel
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Interactive Whiteboards and the First Year Experience: Integrating IWBs into Pre-Service Teacher Education
Chris Campbell & Dona Martin
Australian Journal of Teacher Education Vol. 35, No. 6 (October 2010) pp. 68–75
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