Educational Leadership:Multiple Measures:Teaching with Interactive Whiteboards

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30 Nov 09

Barbara McLaughlin
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Joao Alves
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Andrea Richmond
White boards
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Samantha Morra
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21 Nov 09

jennifer verschoor
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- using interactive whiteboards was associated with a 16 percentile point gain in student achievement.
John Turner
Teaching with Interactive Whiteboards

Robert J. Marzano

"Interactive whiteboards have become popular over the last few years, and it appears that their use will continue to grow exponentially. Indeed, books like The Interactive Whiteboard Revolution (Betcher & Lee, 2009) attest to the depth and breadth of change that this tool can promote in classroom practice."

jturner56 jturner56edtech
17 Nov 09

Marsha Ratzel
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16 Nov 09

Reynold Redekopp
Marzano research about effective abd ineffective ways of using IWB

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Kristin Gleason
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13 Nov 09

David Sladkey
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Pamela Mackowski
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Bonnie Blagojevic
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Diane Quirk
Marzano research into use of IWB's in classrooms

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11 Nov 09

Maureen Tumenas
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Cyndi Danner-Kuhn
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Jennifer Earl
Marzano's article on IWB researching findings on IWB and student achievement

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09 Nov 09

Jim Daly
"What the Research Found

The study results indicated that, in general, using interactive whiteboards was associated with a 16 percentile point gain in student achievement. This means that we can expect a student at the 50th percentile in a classroom without the technology to increase to the 66th percentile in a classroom using whiteboards."

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colin davitt
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08 Nov 09

Ken Butta
06 Nov 09

Phil Taylor
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- The study results indicated that, in general, using interactive whiteboards was associated with a 16 percentile point gain in student achievement. This means that we can expect a student at the 50th percentile in a classroom without the technology to increase to the 66th percentile in a classroom using whiteboards.
Siu Connor
This article reaffirms my belief that the IWB can be an extremely effective and powerful educational tool IF it is used correctly.
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- 1 more annotations...
- - Interactive whiteboards have great potential as a tool to enhance pedagogical practices in the classroom and ultimately improve student achievement. However, simply assuming that using this or any other technological tool can automatically enhance student achievement would be a mistake. As is the case with all powerful tools, teachers must use interactive whiteboards thoughtfully, in accordance with what we know about good classroom practic
05 Nov 09

Barbara Reid
iwb research teaching leadership IWBs
Chris Harkness
iwb research teaching student learning
Justin Medved
for:dharter for:jutecht for:mdil whiteboards iwb smartboard
antónio alves
diigo
04 Nov 09

sherryn moore
This may be useful if you are looking for a good article to stimulate some discussion around the use of interactive whiteboards

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Tami Brass
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- The study results indicated that, in general, using interactive whiteboards was associated with a 16 percentile point gain in student achievement. This means that we can expect a student at the 50th percentile in a classroom without the technology to increase to the 66th percentile in a classroom using whiteboards.
- In addition, three features inherent in interactive whiteboards have a statistically significant relationship with student achievement.
- 15 more annotations...
- - learner-response device
  - use of graphics and other visuals to represent information
  - —applications that teachers can use to signal that an answer is correct or to present information in an unusual context.
  - the interactive whiteboard
    reinforcer
  - in 23 percent of the cases, teachers had better results without the interactive whiteboards
  - some potential pitfalls
  - Using the voting devices but doing little with the findings.
  - Not organizing or pacing the content well.
  - Using too many visuals.
  - Paying too much attention to reinforcing features.
  - They should group information into small, meaningful segments before they start developing the digital flipcharts.
  - Teachers should think through how they intend to organize information.
  - Digital flipcharts should contain visuals, but those visuals should clearly focus on the important information. Also, no single flipchart should contain too many visuals or too much written information.
  - After asking a question and getting student responses using voting devices, the teacher should typically discuss the correct answer along with the incorrect answers, making sure to elicit opinions from as many students as possible.
  - When using reinforcing features like virtual applause, teachers should make sure that students focus on why an answer is correct or incorrect. Although these features can produce high engagement and certainly enliven the atmosphere in a classroom, they can also be distracting if used without a clear focus on essential content.
deb kitchener
whiteboards marzano education research educational technology
- eneral, using interactive whiteboards was associated with a 16 percentile point gain in student achievement.
- learner-response device—handheld voting devices
- 15 more annotations...
- - graphics and other visuals to represent information.
  - nteractive whiteboard
    reinforcer
  - 31 percentile point gain in student achievement.
  - better results without the interactive whiteboards.
  - potential pitfalls
  - Using the voting devices but doing little with the findings.
  - Not organizing or pacing the content well.
  - too many visuals.
  - too much attention to reinforcing features
  - what we know about good teaching in general
  - Teachers should think through how they intend to organize information
  - visuals should clearly focus on the important informatio
  - no single flipchart should contain too many visuals or too much written information.
  - discuss the correct answer along with the incorrect
  - focus on why an answer is correct or incorrec
Jason Schmidt
iwb research whiteboards teaching marzano leadership educational multiple smartboard
mikecaulfield
The study results indicated that, in general, using interactive whiteboards was associated with a 16 percentile point gain in student achievement. This means that we can expect a student at the 50th percentile in a classroom without the technology to increase to the 66th percentile in a classroom using whiteboards.

In addition, three features inherent in interactive whiteboards have a statistically significant relationship with student achievement. The first is the learner-response device—handheld voting devices that students use to enter their responses to questions. The percentage of students providing the correct answer is then immediately displayed on the board in a bar graph or pie chart. Using voting devices was associated with a 26 percentile point gain in student achievement.

A second feature is the use of graphics and other visuals to represent information. These include downloaded pictures and video clips from the Internet, sites such as Google Earth, and graphs and charts. Use of these aids was also associated with a 26 percentile point gain in student achievement.

A third feature is the interactive whiteboard reinforcer—applications that teachers can use to signal that an answer is correct or to present information in an unusual context.

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Tim Sparacino
interactive iwb administration professionaldevelopment teachingwithiwb
- using interactive whiteboards was associated with a 16 percentile point gain in student achievement.
- In addition, three features inherent in interactive whiteboards have a statistically significant relationship with student achievement. The first is the learner-response device
- 21 more annotations...
- - A second feature is the use of graphics and other visuals to represent information. These include downloaded pictures and video clips from the Internet, sites such as Google Earth, and graphs and charts. Use of these aids was also associated with a 26 percentile point gain in student achievement.
  - A third feature is the interactive whiteboard
    reinforcer—applications that teachers can use to signal that an answer is correct or to present information in an unusual context. These applications include dragging and dropping correct answers into specific locations, acknowledging correct answers with virtual applause, and uncovering information hidden under objects. These practices were associated with a 31 percentile point gain in student achievement.
  - One of the more interesting findings from the study was that in 23 percent of the cases, teachers had better results without the interactive whiteboards. To determine why this occurred, we examined video-tapes of teachers using the boards. These disclosed some potential pitfalls in using the technology:
    Using the voting devices but doing little with the findings.
  - teachers simply noted how many students obtained the correct answer instead of probing into why one answer was more appropriate than another.
  - teachers incorporated video segments from the Internet or images intended to represent important information
  - Not organizing or pacing the content well.
  - However, they ran through the flipcharts so quickly that students,
  - did not have time to analyze and interact with one another about the content.
  - Using too many visuals.
  - hard to identify the important content.
  - Paying too much attention to reinforcing features
  - the emphasis seemed to be on eliciting the applause rather than on clarifying the content
  - Getting the Most Out of the Technology
  - Teachers should think through how they intend to organize information
  - group information into small, meaningful segments before they start developing the digital flipcharts.
  - To ensure that they don't run through the flipcharts too quickly, teachers can insert flipcharts that remind them to stop the presentation so students can process and analyze the new information.
  - visuals should clearly focus on the important information.
  - no single flipchart should contain too many visuals or too much written information.
  - After asking a question and getting student responses using voting devices, the teacher should typically discuss the correct answer along with the incorrect answers, making sure to elicit opinions from as many students as possible.
  - When using reinforcing features like virtual applause, teachers should make sure that students focus on why an answer is correct or incorrect.
  - simply assuming that using this or any other technological tool can automatically enhance student achievement would be a mistake. As is the case with all powerful tools, teachers must use interactive whiteboards thoughtfully, in accordance with what we know about good classroom practice.
Ashley Hurley
diigo whiteboards
- pears that their use will continue to grow exponentially. Indeed, books like The Interactive Whiteboard Revolution (Becker & Lee, 2009) attest to the depth and breadth of change that this tool can promote in classroom pr
- in general, using interactive whiteboards was associated with a 16 percentile point gain in student achievement. This means that we can expect a student at the 50th percentile in a classroom without the technology to increase to the 66th percentile in a classroom using whiteboards.
Dianne Krause
"The study results indicated that, in general, using interactive whiteboards was associated with a 16 percentile point gain in student achievement. This means that we can expect a student at the 50th percentile in a classroom without the technology to increase to the 66th percentile in a classroom using whiteboards."

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Isabelle Jones
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John Evans
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Mark Pilson
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03 Nov 09

Ben Wyatt
Article on the use of whiteboards in the classroom along with clickers or any student response system. Studies indicate higher student achievement.

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Jeremy Brown
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Darcie Priester
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Joy Walton
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Ilyssa Weiss
Marzano research on interactive whiteboard

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L Butler
Educational Leadership:Multiple Measures: Teaching with Interactive Whiteboards

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Steven Anderson
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Danny Nicholson
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31 Oct 09

Steve Ransom
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TamL17 Tammy
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