Pluses and Minuses of Using Interactive Whiteboards in Preservice Mathematics Education
Virginia Leen, Wright State University - Lake, United States
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This brief paper articulates the initial findings of action research on the use of an interactive whiteboard (IWB) in mathematics content courses for prospective teachers. While IWBs are being used on a broader scale in K-12 school districts in the US, they have not made their way into the majority of college or university classrooms. My research questions are: What capabilities of IWBs are useful in developing prospective teachers' deeper understanding of mathematics concepts? and, To what extent does an instructor need to adjust/modify their practice in order to maximize opportunities for students to actively engage with content using the IWB? Researchers have noted that teacher and student views on the use of IWBs are overwhelmingly positive. What is lacking in this research is an examination of effect rather than affect. For this reason, my foci relate to student learning and instructional practice.
Leen, V. (2007). Pluses and Minuses of Using Interactive Whiteboards in Preservice Mathematics Education. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 3291-3292). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE).