IWB Literature Review

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presentation of literature review concerning Interactive whiteboard adoption and implementation

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IWB Literature Review

  1. 1. J a m e s P e t e r s e nE T E C 6 1 1Dr. Grace LinSpring 2011University of Hawai‘i at MānoaLiterature ReviewInteractive Whiteboards inTeaching and Learning:an evolving classroom environmentSunday, April 28, 13
  2. 2. James PeterseninteractivewhiteboardsA Doctor from 1896...suddenlytransported toa modern ERTraumaCenter wouldbe lostSunday, April 28, 13
  3. 3. James PeterseninteractivewhiteboardsA Teacher from 1896...Suddenlytransported tomany modernschool classroomswould knowexactly what to doSunday, April 28, 13
  4. 4. James PeterseninteractivewhiteboardsThis is changing......and a big part ofthis change isfrom ICTtechnologies suchasINTERACTIVEWHITEBOARDSSunday, April 28, 13
  5. 5. James PeterseninteractivewhiteboardsInteractive Whiteboard (IWB)studiesMost early studies of IWBadoption and use focusedprimarily on one of the twomajor forces in the classroom;teachers and students.Teacher studies deal mainly withadoption, use, and changes inpedagogy occurring following theintroduction of the IWB to theclassroom.Student studies tend to look at attitude,engagement, and achievement.Sunday, April 28, 13
  6. 6. James PeterseninteractivewhiteboardsMuch of the literature from the U.K.Beginning the 1990sU.K. Home Office used BritishEducational Communications andTechnology Agency (BECTA) toenhance technology in local authorityschoolsBECTA also commissioned studiesof efficacy of Technologymuch of the literature from countrieswith centralized educationalauthoritiesSunday, April 28, 13
  7. 7. James PeterseninteractivewhiteboardsPedagogy...Many studies drew onBECTA findings-concerned with adoption andinfusion of IWB technology andwhether teachers who adopted thistechnology developed newapproaches to teaching. (Glover, et al.,2007)Of particular interest is to determineif teachers are actually developingnew ways of teaching or simplyusing the new technologies tosupplant older classroom tools.(Zevenbergen & Lerman, 2008)Sunday, April 28, 13
  8. 8. James PeterseninteractivewhiteboardsPedagogy...Stages of adoptionof IWBsSeveral investigators have noted thatthere seems to be a step-wisedevelopment in the adoption of thenew technology:• Stage one: teachers utilizethe IWB as a replacementfor a previously used tool• Stage two: teachers beginto use some of theinteractive features notpreviously available• Stage three: students utilizethe IWB for knowledgeconstruction andcommunication (Zevenbergen &Lerman, 2008)Sunday, April 28, 13
  9. 9. James PeterseninteractivewhiteboardsTeacher DevelopmentOne study felt that IWB use wasactually a step backward in thesense that it served to solidify therole of the teacher as the center oflearning and the classroom since theteacher had control of the tools oflearning. (2007)One of the reasons for thisphenomenon is that many teachersdo not progress along thecontinuum of competence andconfidence-building and continue touse the IWB as a very expensivechalkboard or overhead projector.(Zevenbergen & Lerman, 2008Most of the literature points out thatthe degree to which the IWB isintegrated in learning and teachingand the uses to which the tool is putdepend largely on the developmentof teacher skills and confidence.Sunday, April 28, 13
  10. 10. James PeterseninteractivewhiteboardsStudents- Attitudes and BehaviorsStudies of student attitude towardIWBs in the classroom generally pointout that increased motivation andengagement with classroom learningas being among the main benefits ofIWB classroom use. (Yáñez & Coyle,2010)Simply having IWB technology in theclassroom is not an absolutepredictor of enhanced levels ofstudent learning; even when studentattitudes toward the classroom aremore positiveSunday, April 28, 13
  11. 11. James PeterseninteractivewhiteboardsStudent AchievementSome studies have begun toinvestigate whether there is acausal link between classroomIWB use and a positive growthin student achievement.One of the most extensive of thesewas a 2 yr study by the MarzanoResearch Laboratory that wassponsored by a major IWBmanufacturer; Promethean Ltd.This quasi-experimental, pretest-postest, non-equivalent group studyused a statistical meta-analysis ofdata that derived from classroomsthat utilized the Promethean IWBSunday, April 28, 13
  12. 12. James PeterseninteractivewhiteboardsStudent AchievementThe results of this studysuggested that there was apositive and statisticallysignificant correlationbetween teacher use ofthe IWB and its“ActivClassroom” systemand a higher level ofachievement among thetreatment groups ofstudents. (Marzano & Haystead, 2010).Sunday, April 28, 13
  13. 13. James PeterseninteractivewhiteboardsThe Classroom as a SystemRather than examining just changesin teaching strategies or studentattitudes and outcomes, thistheoretical framework seeks todescribe and develop anunderstanding of the impact of IWBtechnologies on the interactions ofthe parts that make up the system ofthe classroom as a cultural entity.One theoretical framework involvesthe study of the classroom from asocio-cultural perspective. Vygotsky,Fisher (2006) and Wertsch (1998)described the role of tools inmediating human activity,Sunday, April 28, 13
  14. 14. James PeterseninteractivewhiteboardsClassrooms as Systems...the role of Technology in providingopportunities to create new kinds ofactivities,skills gained from using the newtools that create different activitiesand strategies and not the toolsthemselvesas teachers became more skillful inthe use of the technology, theydeveloped new ways to interact withpupils. In many cases, the teachersobserved had adjusted their styles tobe more inclusive and cooperativein supporting learning activities. (Lewin,Somekh, & Steadman, 2008).Sunday, April 28, 13
  15. 15. James PeterseninteractivewhiteboardsSystems Perspective...Another study that utilized a socio-cultural framework for analysisconcluded that a major strength ofIWBs in the classroom was as anorganizational tool that provides anenvironment for whole-classdiscussions and exercises.They found that IWBs provide a moreauthentic environment for studentlearning by bringing in examples fromthe real world through websiteaccess and student interaction.(Kearney, & Schuck, 2008).One researcher found that onestudents utilized IWBs incollaborative activities, the“vicarious presence” of the teacherin the technology enabled them toconnect with, interpret and act uponteacher intentions for the task.Sunday, April 28, 13
  16. 16. James PeterseninteractivewhiteboardsEmerging Area for StudyAn investigator concluded that theIWB can provide an environmentconducive to the “creation of ashared dialogic space within whichco-constructed knowledge buildingcan take place.” (Warwick, Kershner, & Staarman,2010).An emerging area of investigationinvolves the study of classroomsas dynamic systems ofinteraction and a complex culturalenvironment. The introduction oftools such as IWBs can have asignificant and profound impact onthis environment and bring about anumber of inter-connected eventsthat significantly influence theways in which teachers teach andstudents learn.Sunday, April 28, 13
  17. 17. James PeterseninteractivewhiteboardsSummary of FindingsMost early studies of IWB adoptionand use focused on one of two majorforces in the classroom; teachersand students.Teacher studies dealt mainlywith adoption, use, and changesin pedagogy following theintroduction of IWBsStudent studies tend to look atattitude, engagement, andachievement.Sunday, April 28, 13
  18. 18. James PeterseninteractivewhiteboardsSummary...An emerging area of investigationinvolves the study of classrooms asdynamic systems of interactionand a complex culturalenvironment.The introduction of tools such asIWBs can have a significant andprofound impact on thisenvironment and bring about anumber of inter-connected eventsthat significantly influence the waysin which teachers teach andstudents learn.All images in this presentation are either the propertyof the author or are licensed under creative commonsfair use policiesSunday, April 28, 13

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