A Study of the Effect of Interactive Whiteboards on Teachers and Student Achievement
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This study was conducted at five middle schools in a Midwestern urban district which has had some of these schools using Interactive Whiteboards (IWB.s) since 2007. Public and private schools taking the next step into interactive technology have invested dollars and time into IWBs. This study includes a literature review of current IWB research. The three research questions in this study were as follows: Do current studies involving IWBs consider the role and efforts of the teacher when studying the effectiveness of the IWB? Is teacher satisfaction among things considered in the perceived effectiveness of IWB technology by middle school teachers in this district? Do IWBs increase student learning in the middle schools? This research study asked teachers of mathematics, English/language arts, science and social studies to voluntarily complete a 5-point Likert scale survey to determine teachers' perceptions of how the IWB has affected their teaching and student learning. This study also used past test scores from the middle schools to determine if student learning has increased in the middle schools since the implementation of IWBs. Data analysis was done using Student t tests, ANOV A, and Chi Square Analysis on the open-ended responses. The teachers' attitudes and acceptance of the new technology was positive, however the test scores in the district have not improved with the addition of WB technology.
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