Student Perceptions of Interactive Whiteboards and Effects on Academic Achievement in a Fourth Grade Language Arts Classroom

Abstract

This is a mixed study on technology in the educational setting about student perceptions of interactive whiteboards (IWB) and ifthere are measurable effects ofthe IWB's on student performance. This was a within subject design with a counterbalancing of order study set in a fourth grade classroom and lasted for a period of four weeks. In keeping with a true counterbalance study one group was exposed to instruction with heavy emphasis on the use of an interactive white board. Concurrently another group was exposed to instruction of the same material through more traditional technology including an overhead projector, dry-erase board, and T.V. monitor. After a predetermined amount of time the group's roles were reversed to create measurable data. Qualitative data was gathered through a series of interviews that focused solely on the thirty-four participants' perceptions. Such perceptions that were focused on were benefits, limitations, and suggestions for improvement. The quantitative data was gathered in the form of short cycled assessments of material covered during the study.•

A Meta-Analytic Study Concerning the Effect of Computer- Based Teaching on Academic Success in Turkey

“…At this point, it can be stated that the role of computers in education is undeniable. Computer and touch-oriented technologies, such as smart tablets, are increasingly being used in education, based on the review of databases in Turkey and abroad in recent years (Burke, 2010;Lacina, 2009;Mechling, Gast, & Krupa, 2007;Türel, 2011;Yıldız & Tüfekçi, 2012). When computer-related studies are examined according to publication year, it can be seen that fewer studies have been conducted between 2012 and 2014 (Table 7).…”