Reviewing the literature on interactive whiteboards

Higgins, Steve; Beauchamp, Gary K.; Miller, Dave

doi:10.1080/17439880701511040

Cited by 202 publications

(160 citation statements)

References 28 publications

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“…Enormous amounts of money have been spent on schools, particularly in the UK, so that IWBs could be installed (Higgins, Beauchamp, & Miller, 2007) aiming to support more interactive teaching delivery (Smith, Higgins, Wall, & Miller, 2005) and raise attainment in core subjects (Beauchamp, 2004). It is critical though to refer to IWB's potential to enhance interactivity across two distinct levels: technologically oriented and pedagogically oriented change.…”

Section: Teaching and Learning With An Interactive Whiteboardmentioning

confidence: 99%

Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not

Kyriakou

Higgins

2016

Ppej

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Summary. This systematic review focuses on the impact of Interactive Whiteboards (IWBs) on teaching and learning. Learning is interpreted through a Vygotskian constructivist lens, emphasizing quality through dialogic interaction. Classroom interactions and achievement in standardized tests are considered formative and summative assessment tools, respectively. Thus, our aim was to investigate whether the IWB technology had any effect on teaching and learning, reflected in standardized forms of testing or in-classroom quality measures. An online search through Proquest and First Search resulted in sixteen studies of diverse methodologies. Qualitative synthesis of quantitative data indicated that IWBs have not raised the levels of pupils' achievement and do not necessarily impact the quality of classroom learning. More longitudinal studies should focus on particular subjects taught, the age of pupils and particular type(s) of use. Overall, quality teaching is an important condition for improved learning, which does not necessarily result from IWB use. However, there is a general consensus across all studies that learning can be facilitated and improved through the use of IWB. Synchronizing theory with technological applications seems to be key in answering such assumptions positively. More importantly, concerns are raised regarding the unfolded relation between achievement and classroom interaction.

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Section: Teaching and Learning With An Interactive Whiteboardmentioning

confidence: 99%

Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not

Kyriakou

Higgins

2016

Ppej

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“…Overall, the findings lead to only two solid conclusions: greater student motivationwhich diminishes with time-(see Higgins et al, 2007), and better presentations of theoretical content by teachers-albeit using a lecture-style approach (see Littleton, 2010).…”

Section: Theoretical Framework What Does the Research Say About The Imentioning

confidence: 98%

“…Overall, these studies and meta-analyses mentioned two potential benefits of the IWB: better presentation of certain theoretical content using multisensorial techniques (Saltan et al, 2009), but at the same time using a lecture-style approach (see Littleton, 2010); and higher student interest, at least in the short term (see Balta & Duran, 2015;DiGregorio & Sobel-Lojeski, 2010;Wall et al, 2005). Greater student motivation (see also Higgins et al, 2007Higgins et al, , 2010Hall & Higgins, 2005) was the most frequent finding across the studies, although appetite for the IWB appears to wane over time (see Balta & Duran, 2015;Dostal, 2011;Türel, 2010).…”

Section: Theoretical Framework What Does the Research Say About The Imentioning

confidence: 99%

The Interactive Whiteboard: Uses, Benefits, and Challenges. A survey of 11,683 Students and 1,131 Teachers | Le tableau blanc interactif : usages, avantages et défis. Une enquête auprès de 11 683 élèves et 1131 enseignants

Karsenti¹

2017

CJLT / RCAT

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Over the past five years, the interactive whiteboard (IWB) has been massively introduced into schools across the province of Quebec, Canada. This study explores how the IWB is being used, and the associated benefits and challenges. Data on 11,683 students (from 4th year elementary to grade 12) and 1,131 teachers were collected with five instruments: 1) a survey questionnaire for all students, 2) a survey questionnaire for all teachers, 3) individual interviews with teachers, 4) group interviews with teachers, and 5) group interviews with students. Far from calling into question the need to integrate technology into education, the results reveal that certain tools, such as the IWB, may be more complicated and time-consuming to integrate than others. However, despite teachers' reports of technical problems, the IWB appears to have real educational potential. RésuméAu cours des dernières années les tableaux blancs interactifs (TBI) ont été massivement introduits dans les écoles du Québec (Canada). Cette étude explore comment cet outil numérique est utilisé, de même que les avantages et les défis qui y sont associés. Les données ont été recueillies auprès de 11 683 élèves (de la 4e à la 12e année) et 1 131 enseignants avec cinq outils de collecte de données: 1) un questionnaire d'enquête pour tous les élèves; 2) un questionnaire d'enquête pour tous les enseignants; 3) des entrevues individuelles avec des enseignants; 4) des entrevues de groupe avec des enseignants; 5) des entrevues de groupe avec des élèves. Loin de remettre en question l'intégration des technologies en éducation, les résultats de cette étude révèlent plutôt que certains outils, comme le TBI, peuvent parfois être plus complexes et chronophages à utiliser que d'autres. Néanmoins, même si plusieurs enseignants ont souligné les nombreux problèmes techniques, le TBI comporte un grand potentiel éducatif.

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“…However, many of the early studies were "descriptive," "small scale," and reflective of the "enthusiasm of the 'initial innovator' or 'early adopter'" [12, p. 214]. Reported benefits were often not specific to the IWB, and could have been achieved using more traditional technology [12]. The more innovative features -the interactive features that set it apart from a traditional whiteboard described earlier -were often those that were least utilized.…”

Section: B More Recent Findingsmentioning

confidence: 99%

Interactive Whiteboard Use in High-Tech Science Classrooms: Patterns of Integration

Stroud¹,

Drayton²,

Hobbs³

et al. 2014

Int. J. Emerg. Technol. Learn.

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Abstract-Interactive whiteboard (IWB) use has been associated with increased student motivation, engagement, and achievement, though many studies ignore the role of the teacher in effecting those positive changes. The current study followed the practice of 28 high school science teachers as they integrated the IWB into their regular classroom activities. The extent of teachers' adoption and integration fell along a continuum, from the technologically confident "early adopter" to the low-use "resistant adopter." Patterns of use are explored by extracting data from representative teachers' practice. Science-specific benefits of IWB use, barriers to integration, and lessons learned for professional development are discussed.

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Reviewing the literature on interactive whiteboards

Cited by 202 publications

References 28 publications

Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not

Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not

The Interactive Whiteboard: Uses, Benefits, and Challenges. A survey of 11,683 Students and 1,131 Teachers | Le tableau blanc interactif : usages, avantages et défis. Une enquête auprès de 11 683 élèves et 1131 enseignants

Interactive Whiteboard Use in High-Tech Science Classrooms: Patterns of Integration

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