EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The purpose of the research reported in this paper was to investigate whether the use of interactive whiteboards in English language arts and/or mathematics lessons improved student learning in those areas as measured by student scores on state achievement tests. The study examined the reading and mathematics achievement test scores of all students in the third through eighth grades in a small urban school district in northern Ohio and compared scores between students whose teachers used interactive whiteboards for instruction and those whose teachers did not. Results show slightly higher performance among students in the interactive whiteboard group, with students in the fourth and fifth grades exhibiting the greatest advantage for interactive whiteboard instruction. Further research on the use of interactive whiteboards for K-12 teaching and learning is thus clearly indicated.
Swan, K., Schenker, J. & Kratcoski, A. (2008). The Effects of the Use of Interactive Whiteboards on Student Achievement. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3290-3297). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from https://www.learntechlib.org/primary/p/28842/.
© 2008 Association for the Advancement of Computing in Education (AACE)
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Khalid Bingimlas, Salman bin Abdulaziz University, Saudi Arabia
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 598–602
[Chais] Using the Interactive White Board in Teaching and Learning – An Evaluation of the SMART CLASSROOM Pilot Project
Edith Manny-Ikan, Henrietta Szold Institute,, Israel; Osnat Dagan, KadimaMada Educating for Life, Israel; Tal Tikochinski & Rachel Zorman, Henrietta Szold Institute, Israel
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 7, No. 1 (Jan 01, 2011) pp. 249–273
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