Implications of Interactive Whiteboards Research for the Mathematics Classrooms

Jeffery Hall; Gregory Chamblee; Scott Slough

Implications of Interactive Whiteboards Research for the Mathematics Classrooms

Jeffery Hall, Gregory Chamblee, Scott Slough

Middle Grades & Secondary Education

Research output: Contribution to book or proceeding › Chapter

Abstract

This article summarizes recent research on interactive whiteboards (IWBs) and how these findings impact the mathematics classrooms. IWBs are championed as ‘the’ new technology for the classroom. Many mathematics classrooms today have IWBs. Few studies have assessed IWB impact in the mathematics classroom. Research findings are teachers believe students are more excited and involved in IWB lessons; teachers like the ability to create IWBs in advance; and IWBs offer opportunities to help students visualize content through the ability to integrate IWB interactivity features into lessons. Rigorous studies that assess the impact of IWBs on student achievement are not prevalent in current research. Professional development and future research needs are discussed based on these findings.

Original language	American English
Title of host publication	Proceedings of Society for Information Technology and Teacher Education International Conference
State	Published - Mar 5 2012

Keywords

IWBs
Interactive whiteboards

DC Disciplines

Curriculum and Instruction
Education
Science and Mathematics Education

Cite this

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Implications of Interactive Whiteboards Research for the Mathematics Classrooms

Abstract

Keywords

DC Disciplines

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