USING AN INTERACTIVE WHITEBOARD TO INCREASE STUDENT ENGAGMENT AND ACHIEVEMENT IN MATH CLASS Using an...

Interactive Whiteboard in Math Class

USING AN INTERACTIVE WHITEBOARD TO INCREASE STUDENT ENGAGMENT AND ACHIEVEMENT IN MATH CLASS

Using an Interactive Whiteboard to Increase StudentEngagement and Achievement in Math Class

Kathryn Van LankveltMarian University, Fond du Lac, Wisconsin

Appleton Area School District

June 2009

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Abstract

This action research project investigates the effects that

an interactive whiteboard has on student engagement and

achievement in math class. An interactive whiteboard is

used to present lessons for a fourth grade collecting and

organizing data unit. Action research is conducted during

math instruction: Group A receives full integration of an

interactive whiteboard while Group B receives no integration

of an interactive whiteboard. Data is collected through a

variety of methods, including: the use of a pre-study

survey, post study survey, parent survey, pre-test, post

test, and researcher observations. Once the study is

completed, the results are used to determine whether or not

the interactive whiteboard is an effective teaching tool to

enhance student engagement and achievement in math class.

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Using an Interactive Whiteboard to Increase StudentEngagement and Achievement in Math Class

Introduction and Identification of the Problem

Educators face many challenges in today’s world of

teaching and learning. Each year, educators are given a new

group of students for which they are responsible to lead

through a successful school year to the best of their

ability. Though this is an extremely exciting task, it can

also be a daunting one as well. With each student comes a

new set of unique learning styles and preferences,

expectations, and background knowledge. Educators are given

the task to plan and execute quality learning experiences

that take into consideration all of these things. Education

is most definitely not a “one size fits all” situation, but

too often it is treated as such. As educators, we tend to

use the methods that are familiar and comfortable to us to

teach our students. The problem with this is that what once

worked for one group of students could be completely wrong

for another. It is because of this that many students

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disengage from their learning, and school becomes like a

chore to them, with them simply doing enough to get by.

Technology integration has been at the center of the

education world as of late. As educators become more

comfortable with and accepting to these technology options,

it has certainly given them more alternatives to engage and

motivate more of their students on a daily basis. Through

past observations and reflection, educators have slowly

started to realize that integrating technology into their

teaching is a step in the right direction. Currently, so

many technology initiatives are being added by school

districts. This is due to the continued lowering costs and

easier access to said technologies. This has allowed

technology options to slowly but surely become abundant

within the classroom. What impact does the use of

technology like interactive whiteboards have on student

engagement and achievement in the classroom?

Purpose and Rationale

In my experience, math instruction has taken a backseat

to that of reading and writing instruction. Due to

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administrative pressure educators focus so heavily on

reading and writing instruction, that there is little time

to put forth needed improvements in math instruction. Day

after day, information is presented in a straight forward,

teacher led manner, with some sort of informal and/or formal

assessment to follow. Student’s unique learning styles and

abilities are being left behind in favor of cramming all of

the necessary information and learning in. More and more

students are becoming less and less engaged when it comes to

math instruction. It is because of this that many students

score poorly on daily assignments, end of chapter

assessments, and district and state assessments.

Math is also often thought of as ordinary and stale.

If a teacher were to introduce the use of an interactive

whiteboard into math lessons, what kind of effect would it

have on the student’s engagement and achievement? As a

teacher who has readied access to this piece of technology,

it would be easy to implement activities using these pieces

within my math instruction. The use of an interactive

whiteboard allows for subject matter to be presented in a

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more stimulating and interactive way. Rather than just

sitting back and being lectured to, students are able to

take more of an active role in their learning with the use

of an interactive whiteboard. A teacher has endless

possibilities when it comes to infusing this piece of

technology into math instruction. The interactive

whiteboard has a Notebook feature. This enables the teacher

and/or students to digitally write and manipulate its

surface with their finger or a magnetic pen on the board’s

surface. This is especially helpful because the teacher can

be in the back of the room using an Airliner Pad to add

their own notes and comments as the student works at the

front of the room. With an interactive whiteboard, whole

classes have the capability to visit interactive websites

together to solve equations, practice math facts, and play

games. Before these pieces of technology came to be,

students would have to do these things individually on a

computer screen. The teacher can also project a subject

related video or PowerPoint Presentation to enhance a topic.

The interactive whiteboard make it possible to pause and

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“write” notes and corrections on the video or presentation

itself. Hence, with the integration of an interactive

whiteboard, I believe students will be more eager to pay

attention and participate more in math class. I am excited

to see when my students are presented some of their math

lessons with the use of an interactive whiteboard, if their

interest and engagement levels go up, inevitably raising

achievement scores.

Literature Review

The purpose of my study is to discover the impact that

interactive whiteboards have on student engagement and

achievement in math. As I began my search to find relevant

research pertaining to this topic, it became very apparent

that the term interactive whiteboard yields a large variety

of search results. I soon came to realize that if I wanted

to truly understand the relationship this piece of

technology has with student engagement and achievement, I

would have to broaden my search considerably. I will begin

by examining the new teacher and student roles in the

technology supported classroom. Then, I will look at the

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relationship between multiple intelligences and technology.

Next, I will discuss the effect that interactive whiteboards

have on student motivation. Finally, I will talk about an

action research project that was conducted about the

improvements of student achievement in math when an

interactive whiteboard was utilized. I will conclude my

research with a summary of the affiliation between this

study and the published research.

New Roles in the Technology Supported Classroom

Typically the traditional educational system consists

of an information provider (teacher) and a learner (student)

with very little wiggle room in between. In this

traditional educational setting, teachers take on the role

of class leader or director, lecturer, and discussion leader

(McGhee and Kozma, 2003). In turn, we as teachers mostly

require our students to listen, follow along, memorize and

regurgitate facts from our teaching that are virtually

mindless and meaningless. Educators are quickly coming to

realize that this can no longer be the norm if we want our

students to succeed in the 21st century. In his article

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entitled Listen to the Natives, Marc Prensky states, “Our students

are no longer “little versions of us,” as they may have been

in the past. In fact, they are so different from us that we

can no longer use either our 20th century knowledge or our

training as a guide to what is best for them educationally.

They are native speakers of technology, fluent in the

digital language of computers, video games, and the Internet

(Prensky, 2006, pg. 8).

Educators are seeing a shift from the traditional

education paradigm to a more project based and inquiry based

learning environment due to the continued integration of

technology in the classroom. In their paper entitled New

Teacher and Student Roles in the Technology-Supported Classroom, Ray

McGhee and Robert Kozma state, “Technology plays a role in

this approach by providing students with tools and

information that support their problem solving,

communication, collaboration, and knowledge creation. It

also provides teachers with new tools that can transform

instructional roles, curricula, and practices” (McGhee and

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Kozma, 2003, pg. 3). This is causing the traditional roles

of teacher and student to change.

McGhee and Kozma observed six schools from across the

United States, ranging from elementary to high school to

examine technology supported classrooms. Through their

study, the authors realized that within these technology

supported classrooms, students are taking on new roles.

McGhee and Kozma discovered that students are taking on

three new roles: self-learner, team member, and knowledge

manager.

Within their study, students who were observed taking

on the self-learner role were responsible for selecting

their own real-world projects and identifying possible

solutions for said projects. The self-learners were also

responsible for organizing their projects and managing the

progress that they make on them. While students have always

been divided into groups within the traditional classroom

setting, the role of team member is relatively new. The

difference being that the team takes ownership of the

project or investigation at hand and is actively involved in

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advancing their own progress. There is both shared and

individual responsibility to see that the project is a

success. Within this role, students work collaboratively to

move their project and/or investigation forward. The third

new role that McGhee and Kozma observed students embodying

was that of knowledge master. The focus of this role is on

the development of knowledge products. These are often

multimedia presentations, research studies, or reports that

address a scientific question, solve real world problems, or

express personal feelings (McGhee and Kozma, 2003).

In their study, McGhee and Kozma also observed that,

“although teachers retained many of their traditional roles,

they negotiated multiple new roles in the classroom that

utilized innovative technology-supported practices. The

[five] new teacher roles identified were: instructional

designer, trainer, collaborator, team coordinator, advisor,

and monitoring and assessment specialist (McGhee and Kozma,

2003, pg. 5). Much like the self-learner role assumed by

students, the authors found that teachers who adopted the

instructional designer role must plan and organize

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themselves in order to effectively use technology in their

classrooms. The task of the teachers who took on the

trainer role was to give individuals instruction to

facilitate skill development. This training is achieved by

these teachers modeling the proper use of technology to

accomplish unique tasks. The third role, the team

coordinator, focuses on assigning students to project or

study teams. In addition to opening up opportunities for

student collaboration, teachers who take on this role also

create opportunities for support and peer tutoring between

students with mixed achievement levels. The role of

enabling advisor refers to the teacher who offers advice,

suggestions, assistance and poses questions that allow

students to find the information they need to complete

tasks. A common term used to describe this role is

facilitator. The fifth and final new teacher role that

McGhee and Kozma observed was the monitoring and assessment

specialist. This role refers to teachers who monitor

student performance and attempt to assess and improve said

student performance (McGhee and Kozma, 2003). The authors

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conclude their study by stating, “These various teacher

roles align and exist in tandem with the new student roles

observed (McGhee and Kozma, 2003, pg. 8).

Multiple Intelligences and Technology

Dr. Howard Gardner’s theory of Multiple Intelligences

refers to eight learning styles that human beings possess.

These eight learning styles are: verbal-linguistic, logical-

mathematical, visual-spatial, bodily-kinesthetic, musical,

interpersonal, intrapersonal, and naturalist. It is

believed that all eight intelligences are present in every

human being and that none of them exist in isolation from

one another. Each learner is unique, so they favor

different intelligences and use different combinations in

their acquirement of material and knowledge (Gen, 2000). I

find it very appropriate how Dr. Thomas Armstrong describes

the theory, “One of the most remarkable features of the

theory of Multiple Intelligences is how it provides eight

different potential pathways to learning (Armstrong, 2009,

pg 1).

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As an educator speaking from experience, it is very

hard to implement and utilize all eight intelligences in

every lesson to ensure that they are reaching most, if not

all students. The introduction of technology in the

classroom has given way to better opportunities for students

to implement and employ more learning styles at once. In

his article for Education at a Distance, Ray Gen states,

“Technology is a way to allow the utilization of various

intelligences. Technology can provide students with the

proper medium through which they may demonstrate and present

their mastery of the subject through technology-based

project learning. With so much media available in today’s

classrooms, the utilization of technology as a means to

demonstrate mastery of content becomes not only convenient

but also effective as a teaching/learning tool. The

learners become teachers in their presentations and teachers

become true advisors and mentors to student learning (Gen,

2000, pg. 8).

The Interactive Whiteboard and Student Motivation

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In his paper entitled Student Engagement, Visual Learning and

Technology: Can Interactive Whiteboards help? William D. Beeland, Jr.

states, “Student engagement is critical to student

motivation during the learning process. The more students

are motivated to learn, the more likely it is that they will

be successful in their efforts. Technology can be utilized

to create a motivating classroom environment where students

are engaged in learning (Beeland cites Wishart and Blease,

1999). The interactive whiteboard is an example of this

technology. A number of advantages were identified within

my research regarding the use of an interactive whiteboard

within the classroom to increase student motivation, but the

one advantage that was continually mentioned throughout the

research was its interactivity.

In their article titled Interactive Whiteboards: Boon or

Bandwagon? Heather J. Smith, Steve Higgins, Kate Wall, and

Jen Miller state, “Students are motivated with an IWB

[interactive whiteboard] because of the ‘high level of

interaction-students enjoy interacting physically with the

board, manipulating text and images’ (Smith et al. cite

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BECTA, 2003). I illustrate this point by referencing a

study conducted by D. Averis, D. Glover, and D. Miller

(2004) cited by Mandy MacIntyre. Averis, Glover, and Miller

found that when teachers used an interactive whiteboard as a

“glorified dry erase board” or simply as a projection

screen, students lacked motivation and attentiveness.

However, when students were given the opportunity to

physically move objects around the board, student motivation

and attentiveness greatly increased (MacIntyre cites Averis

et al., 2004). MacIntyre states, “Interactive whiteboards

contribute to making lessons ‘more enjoyable and fun’, which

in turn can increase motivation greatly (MacIntyre cites

Hall and Higgins, 2005, pg. 107). “Interactive whiteboards

are a ‘conduit to the curriculum’ No matter the type of

lesson or subject area, the interactive whiteboard can prove

to be a valuable tool to help ensure all areas of the

curriculum are presented in an engaging and motivating way

(MacIntyre cites Starkman, 2006, pg. 2).

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Improved Achievement in Math and the Interactive Whiteboard

During the 2006-2007 school year from the months of

October to May, a SMART Board™ interactive whiteboard was

brought into third grade teacher Tammy Oleksiw’s classroom.

The purpose of the integration of the interactive whiteboard

was to give her students at Parma Community School an

opportunity to increase their Ohio state math test scores

using interactive technology. Oleksiw states,

“Incorporating supplemental material is key to math

achievement. Over the past few years, the students have

been given supplementary paper-and-pencil activities, center

games, and additional whole group lessons from the

traditional math curriculum. However state and national

test scores have stayed at a constant level (Oleksiw, 2007,

pg. 2). By the end of her research period (the end of the

school year), Oleksiw’s goal was to find a variety of ways

that interactive whiteboard technology could be used to

amplify her 20 student’s skills according to the Ohio state

math standards (Oleksiw, 2007).

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I will begin by describing Oleksiw’s procedures during

her year long research period. Each day, beginning in

October 2006, Oleksiw presented her students with one or two

math problems using the interactive whiteboard. For the

first few weeks of her study, all of the problems presented

to students were based on one area of mathematics; numbers

and number sense. As the year progressed, each of the six

areas of mathematics was presented, one at a time. These

areas were: number operations, measurement, geometry and

spatial sense, patterns, functions and algebra, and data

analysis and probability. Every problem Oleksiw presented

to her students on the interactive whiteboard was formatted

similarly to the problems that may be found on the Ohio

Achievement Test for Mathematics. Also throughout the year,

over and above the daily math problem(s), the students

participated in center time every day on the interactive

whiteboard. During this center time, students had the

opportunity to practice math skills like addition,

subtraction, multiplication, division, fractions, place

value, and time (Oleksiw, 2007).

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Oleksiw used three ways to collect data throughout her

research. The first was a five point weekly written

assessment. This assessment was given to the students as a

tool to connect the problems being displayed on the

interactive whiteboard screen to the standardized test

format. The problems were set up the exact same way that

they were presented on the interactive whiteboard during

lessons. However the numbers, objects, and names were

changed to make sure that students comprehend the problem

itself. After these weekly assessments were graded,

students who did not receive all five points received small

group remediation, where the problems would be reviewed on

the interactive whiteboard (Oleksiw, 2007). The second way

that Oleksiw collected data for her study was through the

use of a pre-test and a post test. Both the pre-test and

the post test were arranged similarly to that of the Ohio

Achievement Test for Mathematics. The pre-test was given to

the students prior to the integration of the interactive

whiteboard to measure the impact that the whiteboard and the

study had on the student’s achievement. The post test,

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given at the conclusion of the research period gave Oleksiw

a rough estimate as to how her students would do on the

state exam (Oleksiw, 2007). The final way that data was

collected for this study was the scores earned on the Ohio

Achievement Test for Mathematics. This exam is given in the

month of May (Oleksiw, 2007).

At the conclusion of her year long study, Oleksiw

reported some very promising findings. The weekly five

point written assessments proved to be useful when

determining which students needed interventions throughout

the year. The remediation was deemed successful, especially

for those students who work better with one-on-one or small

group instruction. Oleksiw’s goal was for all of her

students to score at least a 70% on the pre-test and post

test. Only four students out of her 20 revived a minimum

score of 70% on the pre-test in the fall. This jumped

dramatically when 16 of her 20 students received a total

score grater than 70% on the post test taken in May.

Oleksiw states, “This was an encouraging indication of the

Ohio Achievement Test results (Oleksiw, 2007, pg. 9).

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Finally, Oleksiw reports that the results on the Ohio

Achievement Test for Mathematics given to students in May

could not have been better. For the first time, 100% of her

students passed the exam. Two of her students scored in the

advanced category, while three students were accelerated

(Oleksiw, 2007). I find how Oleksiw summed up her study

very fitting to her results, “The SMART Board interactive

whiteboard truly proved to be an effective tool that

amplified motivation, stimulation, and understanding in math

(Oleksiw, 2007, pg. 10).

Summary

The world of possibilities for education is endless in

this new digital age we find ourselves in. Teachers and

students are taking on new roles that better suit them in

the technology supported classroom. Technology allows for

more of the Multiple Intelligences to be implemented at

once. When a piece of technology, such as an interactive

whiteboard is properly employed in the classroom, it has

been proven that student motivation and achievement scores

rise. Based on the positive results that other researchers

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have experienced, I am looking forward to seeing how the

integration of an interactive whiteboard impacts my

student’s motivation and achievement in math.

Plan of Action and Design of the Study

Participants

My action research took place at Lincoln Elementary

School. It is one of 15 elementary schools that serve the

Appleton Area School District, in Appleton, Wisconsin.

Lincoln Elementary School has an enrollment of 330 PreK-6

students. The ethnicity makeup of the school is primarily

Caucasian, with 34% of the students belonging to a minority

group (Hmong, Hispanic, and African American). 17% of

Lincoln students are designated special needs and 57% of the

school population is considered economically disadvantaged.

The participants for this study came from two fourth

grade classes of similar makeup and ability level from

Lincoln Elementary School. The first class, Group A, the

experimental group, was examined based on the integration of

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an interactive whiteboard into some of their math lessons.

Group A consisted of twenty-three students, in which twelve

were female and eleven are male. There were four students

of African American descent, one student from Latino

descent, and four students of Hmong descent. The remaining

fourteen students were from Caucasian descent. Two of the

twenty-three students were designated special needs and

received special education services. The second class,

Group B, the control group, was examined based on no

integration of an interactive whiteboard into their math

lessons. Group B consisted of fifteen students, in which

eight are female and seven were male. There were four

students of Hmong descent and one student of Latino decent.

The remaining ten students were from Caucasian descent. One

of the fifteen students was designated special needs and

received special education services.

Instruments

In order to conduct my research and devise a conclusion

to my action research question, I used six tools. The first

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tool that was used in my study was a pre-study survey that I

designed (see appendix D). This survey began with ten

multiple choice questions in which the students were asked

to rate their current thoughts and feelings about math class

before the interactive whiteboard was introduced. The

survey also included two multiple choice questions in which

the students were asked about their previous experiences

with interactive whiteboards in the classroom. Students had

three answer options to choose from when answering these

survey questions: true, false, and sometimes. This survey

gave me a good look into how my students feel about math

class and if they have had any experiences with an

interactive whiteboard prior to the beginning of my data

gathering.

The second tool that was utilized in my study was the

Houghton Mifflin Math Central chapter three Form A Test

(pre-test) on collecting, organizing, and using data (see

appendix E). This pre-test is part of the Appleton Area

School District fourth grade math curriculum. This pre-test

consisted of twelve closed-response questions that asked

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students to answer based on information presented on various

types of graphs and data sets. It also consisted of three

open-ended questions that dealt with probability. The test

concluded with two word problems that the students were

asked to answer using any strategy that they like. By

giving this pre-test before my study began, I got a sense of

what concepts and skills need to be focused on the most

throughout the unit study.

The third tool that was employed in my study was the

Houghton Mifflin Math Central chapter three Form B Test

(post test) on collecting, organizing, and using data (see

appendix F). This post test is also a part of the Appleton

Area School District fourth grade math curriculum. The test

consisted of twelve closed-response questions that were

similar to those that were presented in the pre-test.

Students were asked to answer questions based on information

presented on various types of graphs and data sets. It also

consisted of three open-ended questions that dealt with

probability. The test concluded with two word problems that

the students were asked to answer using any strategy that

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they like. I compared pre-test and post-test scores of

Group A to Group B. This process allowed me to see if the

integration of an interactive whiteboard had any impact on

student achievement in math.

The next tool that I developed and used in my study is

a post-study survey (see appendix G). It was given to

students in Group A at the end of my data collection.

Students were asked six true/false questions that explored

their feelings about the integration of an interactive

whiteboard in math class. Along with the true/false

questions, students were asked to answer three multiple

choice questions that dealt with their opinions about the

interactive whiteboard as an instructional tool in math

class. This survey was helpful to me as a comparison tool.

It allowed me to look at my student’s thoughts, opinions,

and feelings about the use of an interactive whiteboard and

how they may have changed over the course of the study.

The fifth tool that was utilized in my study was a

parent survey that I designed (see appendix H). The survey

consisted of six closed-response statements about the use of

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the interactive whiteboard and its affects on math

instruction and their child’s learning. At the end of the

survey, there was an open space in which parents were

invited to make comments about anything that they feel was

not covered by the six statements. I designed this survey

so that parents have the chance to provide feedback on their

observations of their child and the changes that they may

have seen in their child’s math skills from throughout the

study.

The last tool that I used in my study was direct

observation and the taking of field notes of student

reactions and behaviors throughout the data gathering

period. These direct observations were helpful because they

allowed me to notice details about student behaviors that I

may have missed if I was not taking the time to make

observations and taking notes.

Procedure

In order to assess the impact that the use of an

interactive whiteboard has on student engagement and

achievement in math, measures were taken so that I could

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collect and compare data from my experimental group (Group

A) to my control group (Group B) before and after a unit on

collecting, organizing, and using data (Houghton Mifflin

Math Central chapter three). The same standards and

objectives of the collecting, organizing, and using data

unit were taught to both of the groups; however, students in

Group A were presented some of their lessons using an

interactive whiteboard while students in Group B experienced

a more traditional presentation approach to their lessons

via a black board and overhead projector. Data collection

for this study took place over a two week period.

An interactive whiteboard is an instructional tool used

in the classroom to allow teachers and students to

replicate, manipulate, and interact with information. The

interactive whiteboard that I used for this study was a 64”x

49” INTERWRITE® Board. Connected by a cable, the

interactive whiteboard interacted with the information on my

desktop computer. Both the interactive whiteboard and

desktop computer were connected to a liquid crystal display

(LCD) projector. The LCD projector mirrored the images on

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the screen of my desktop computer. The interactive

whiteboard allows for an entire class or individual students

to do anything that they would be able to do on a desktop

computer, only with a much larger display. Before data

collection began, I introduced the interactive whiteboard to

my students. We spent time getting to know some of the

features that the board had to offer, such as the gallery

and the note pad. We also spent time getting to know the

general mechanics and equipment of the interactive

whiteboard. This ensured that students had the chance to

become familiar and comfortable with it.

As mentioned previously, for my study, I taught the

collecting, organizing, and using data unit from the

Houghton Mifflin Math Central chapter three curriculum

materials during my two week study. To supplement these

curriculum materials with the use of an interactive

whiteboard, I used two web resources. The first site that I

used during the unit is

http://www.internet4classrooms.com/skills-4th-mathbuilders.htm.

This site offers many links to online fourth grade

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http://www.internet4classrooms.com/skills-4th-mathbuilders.htm


interactive math skill builders in the form of interactive

games and interactive lessons that have to do with

collecting, organizing, and using data. The second website

that I utilized during the unit is

http://www.ettcnsc.org/Instructional_resources/other/interactive_whi

teboard_links.htm. This site lists numerous links to powerful

whole group instructional tools that need to be used in

conjunction with an interactive whiteboard.

Throughout my two week study, I collected data through

the use of my own observations of Group A during math

lessons. These observations were recorded through the use

of field notes daily during the two week study period. I

utilized both quick notes during some of the lessons and

reflective notes after some to compile my field notes. I

considered many questions from the pre-study survey as well

as the post study survey as I made these observations,

including: Do the students seem to be enjoying and

interested in the lessons that are presented using an

interactive whiteboard? What kind of attention span and

effort am I seeing in students during math lessons that

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http://www.ettcnsc.org/Instructional_resources/other/interactive_whiteboard_links.htm

http://www.ettcnsc.org/Instructional_resources/other/interactive_whiteboard_links.htm


utilize an interactive whiteboard? In the end, these field

notes helped me to recognize patterns in data to make a

firmer conclusion to my action research question.

My study began with the administration of a pre-study

survey to students in Group A. The purpose of this pre-

study survey was to rate the student’s current thoughts and

feelings towards their math lessons prior to the beginning

of the study. It was also a helpful tool to gauge if the

students have had any prior experiences using an interactive

whiteboard in the classroom. This pre-study survey was

given to students in Group A prior to the beginning of the

two week data collection. Students were given enough time

to answer the survey questions fully, as if they were taking

a test. This measure was taken to ensure that students

didn’t feel rushed and were able to consider all options

thoughtfully and thoroughly before making a choice. This

resulted in truer data. Once all of the pre-study surveys

were collected, I read through them and summarized their

responses to get an idea of my student’s general feelings

towards math lessons before the integration of an

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interactive whiteboard (See Table 1 in Appendix A of this

report).

The second step that I took to collect data for my

action research was by giving the Houghton Mifflin Math

Central chapter three Form A test (pre-test) on collecting,

organizing, and using data to students in both Group A and

Group B. This pre-test was given on the first day of data

collection. Students in Group A took the pre-test with me

in my classroom while students in Group B took the test in

the other fourth grade classroom. Both of the groups

received one sixty minute math class to complete the test.

If students needed additional time to sufficiently complete

the assessment, it was given to them. The pre-test provided

a strong benefit for the data collection of this study. By

giving the pre-test to students in both Group A and Group B,

quantitative was gathered to initially compare the two

groups with. Pre-test scores were compared to post-test

scores from both groups at the completion of data collection

(see Table 2 in the drawing conclusions section of this

report). Not only did this allow me to see if students have

32


made adequate growth, but it also allowed me to see if there

was a positive effect on math achievement based on the

integration of an interactive whiteboard into math lessons.

Results from this pre-test are summarized in the results

section of this action research paper (See Figure 1 and 2 in

the drawing conclusions section of this report).

The third step that I took to collect data for my study

was by giving the Houghton Mifflin Math Central chapter

three Form B test (post test) on collecting, organizing, and

using data to students in both Group A and Group B. This

post test was given to students on the last day of the two

week data collection period. This assessment acted as a

summative measure for the two week data collection.

Students in Group A took the post-test with me in my

classroom while students in Group B took the test in the

other fourth grade classroom. The test was given to the

students like every other end of unit assessment was given

throughout the year. Students sat in their normal seating

pattern. Both of the groups received one sixty minute math

class to complete the test. As with the pre-test, if

33


students needed additional time to sufficiently complete the

assessment, it was given to them. As mentioned previously,

I used these post-test scores to compare Group A to Group B

to see if the use of an interactive whiteboard had a

positive effect of math achievement. Results from this

post-test are summarized in the drawing conclusions section

of this action research paper (See Figure 1 and 2 in the

drawing conclusions section of this report).

My next step in data collection for my action research

entailed giving the students in Group A the post-study

survey. The survey was given to the students at the

completion of their unit post-test. This survey allowed

these students to share their feelings and opinions about

the integration of the interactive whiteboard into math

lessons and their thoughts regarding its use in the future

for other academic subjects. As with the pre-study survey,

students were given enough time to answer the survey

questions fully, as if they were taking a test. Again, this

measure was taken to ensure that students didn’t feel rushed

and were able to consider all options thoughtfully and

34


thoroughly before making a choice. This also resulted in

truer data for use in my action research. Once all of the

post-study surveys were collected, I read through them and

summarized their responses to get an idea of my student’s

general feelings towards math lessons after the integration

of an interactive whiteboard (see Table 3 in Appendix B of

this report).

The final data collection step of my action research

was sending home the post-study parent survey. This survey

was sent home to the parents/guardians of students from

Group A at the conclusion of the two week data collection

period. This survey was especially helpful to my study

because I feel that getting my student’s parents/guardians

involved enhanced my final results. They could add a layer

of observation about the impact that the study had on their

child’s math skills and general changes in their attitude

and opinions that may have occurred. I asked

parents/guardians to send the completed post-study survey

back to me within two days of receiving it. This ensured

that I could include all survey results in my action

35


research paper. Results for this parent/guardian survey are

summarized in Table 4 in Appendix C of this report.

Drawing Conclusions and Results

The purpose of this study is to examine the impact that

the use of an interactive whiteboard has on student

engagement and achievement in math. After analyzing the

data that I collected from the pre-study, post study, and

parent surveys, calculating the pre-test and post test

scores, and reviewing my observational notes from throughout

the data collection period, it appears that an interactive

whiteboard is an effective teaching tool in math. It is

still unclear as to whether the use of an interactive

whiteboard increases student learning and achievement in

math. However, the results that I found from my study

strongly support the continued use of an interactive

whiteboard as a teaching tool.

Pre-Study Student Survey

By beginning with the pre-study survey and compiling

the results seen in Table 1 (see Appendix A), I am able to

36


see Group A student’s initial feelings about math lessons

and if they have had any prior experiences with an

interactive whiteboard previous to this study. This gives

me a starting point in which to compare with later data.

As can be seen in Table 1, questions one through five

of the pre-study survey were designed to deal specifically

with the student’s overall interest level for math class

prior to this study. Based on observations throughout my

teaching career, I have often thought that math class is

viewed as ordinary and stale and that it isn’t as an

enjoyable experience as it could be for some students. In

fact, this study is based on those observations. Looking at

the results of these first five questions, it is obvious

that the majority of my students had a neutral attitude and

interest level for math class before the study began with a

bulk of votes falling in the sometimes category. Questions

six through ten of the pre-study survey were designed to

deal specifically with the student’s overall perception of

their own effort and achievement in math class prior to the

study. Based on the data that was gathered for these

37


questions, I can summarize that my students perceive their

academic abilities and their overall efforts in mathematics

as up to average standards based on their answers they gave

for each of the questions. I find the results for question

six particularly interesting. Students were asked if they

understand what the teacher teaches them on the chalkboard

in math class and all but three of the students reported

this to be true. This tells me that the majority of my

students perceive themselves as visual learners to some

degree, whether it is their main way of acquiring

information or just a supplemental means of doing so. As I

mentioned in my literature review for this study, the

Multiple Intelligences can be fostered positively with the

use of technology. Knowing that most of my students are

able to learn well visually only solidifies my hypothesis

that introducing an interactive whiteboard into math lessons

would enhance my student’s engagement and achievement.

Finally, questions 11 and 12 of the pre-study survey were

designed to find out if the students have had any previous

experience with an interactive whiteboard prior to this

38


study. Results for these questions indicate that only three

of the students knew what an interactive whiteboard is and

does and none of the students have had a teacher ever

utilize this piece of technology in their teaching. This

means that students entered the study with a clean slate,

having had no positive or negative experiences with it.

This fact allows me to get a truer sense of the impact that

an interactive whiteboard has on student’s engagement in

math class.

Pre-Test and Post Test

The next important step in data examination for this

study is looking at the results of the pre-test and post

test from Group A and Group B. Findings are summarized in

Figure 1, Figure 2, and Table 2.

Figure 1: Group A Pre-Test and Post Test scores

39


As seen in Figure 1 above, students in Group A improved

their scores from their pre-test to their post test during

the two week study period. It is encouraging to note that

there is a 32% increase of students in Group A that received

a grade of 70% or higher from the pre-test to the post test,

which is considered an acceptable/passing grade in fourth

grade at Lincoln Elementary School. It is also encouraging

to note that there is an overall decrease of 21% of students

who received a grade of 59% or below from the pre-test to

the post test.

Figure 2: Group B Pre-Test and Post Test scores

40


As seen in Figure 2 above, students in Group B improved

their scores from their pre-test to their post test during

the two week study period. Again the same trends from

Figure 1 are apparent. Note that there is a 50% increase of

students in Group B that received a grade of 70% or higher

from the pre-test to the post test, which is considered an

acceptable/passing grade in fourth grade at Lincoln

Elementary School. Like the case with Group A, students in

Group B had an overall decrease of 67% of students who

received a grade of 59% or below from the pre-test to the

post test.

Table 2 summarizes average percentage scores that

students in both Group A and Group B received on their pre-

tests and post tests. It also includes overall growth that

41


both groups made over the two week study period. This is an

important data analysis step because of the imbalance in

number of students in Group A versus Group B. Group A has

23 participants, while Group B has 15 participants.

Calculating the average percentage pre-test and post test

scores allows me to get a truer sense of the growth over the

two week study period that Group A and Group B made.

Table 2: Average Test Scores

Pre-Test

PostTest

Overall

Growth

GroupA 59% 75.80

%16.80

%Group

B50.30

%69.80

%19.50

%

Group A and Group B are fairly close in percentage

points for both the pre-test and the post test. Students in

Group A have a higher overall average test score on both

their pre-test and post test than those students in Group B

do, so at first glance it would appear that Group A has made

bigger gains in test scores over the two week study period.

Though both Group A and Group B made positive gains in test

42


scores, looking at the comparison between average test

scores before and after the use of an interactive whiteboard

as well as each groups overall growth, it appears the

interactive whiteboard had no positive impact on Group A

student’s learning and achievement in math. Group B has

made a 2.7% higher gain in growth over the two week study

period. This is the part in the study where further

opportunity is needed to collect more data to see a truer

effect of an interactive whiteboard on student test scores.

Post Study Student Survey

Table 3 (see appendix B) summarizes responses to the

post study survey from students in Group A. According to

the data, a majority of the students made positive remarks

about the integration of an interactive whiteboard. In five

out of the nine questions in the survey, all 23 students

unanimously picked true as their answer. This tells me that

my students truly had fun and enjoyed the use of an

interactive whiteboard in math lessons. It also indicates

that the students felt that they were able to stay focused

and engaged, which allowed them to learn more. This data

43


gives me the assurance I need to continue to use an

interactive whiteboard for math lessons. If the students

would have shared negative opinions about the use of an

interactive whiteboard, I would definitely think twice

before integrating it again into my classroom.

Post Study Parent Survey

In order to investigate student attitudes and

motivation on a deeper level, parents of Group A students

were given a post study survey to fill out. Nineteen of the

23 parents returned the survey. Sending this survey home

was an opportunity to open up dialogue between parents and

teacher/researcher, which in my opinion is key to truly

understanding a student. Parental responses to the post

study survey tend to support my hypothesis in regards to

students’ increased motivation and engagement in math class

when an interactive whiteboard is utilized (see Table 4 in

Appendix C).

It is exciting to see that the majority of parents

found this experience to be a positive one for their child.

All 19 respondents collectively agreed that the use of an

44


interactive whiteboard helped their child get more involved

in the learning process in math, which matches what students

also reported on their post study survey. One parent states

on the survey, “During the study, my child came home and

talked about what she was learning in math more. She

enjoyed the experience very much. I would like to see

interactive whiteboards used in the classroom more.”

Another parent said, “My child really enjoyed the

interactive whiteboard. The combination of technology and

math is a great approach.” Results from this post study

parent survey are very encouraging. It gives me further

assurance to continue using an interactive whiteboard in

math class. It is important to note that one parent

reported that her child did not like the interactivity of

the interactive whiteboard and that it was not more in tune

to her learning style. On the open space at the end of the

survey, this parent stated, “My child would prefer her

normal math class. She felt the interactive whiteboard was

fun but was not for her. The colors, movement, and sounds

were too overwhelming to her.” This is proof that not all

45


students take to the digital age like others. As we are

offered more and more opportunities to integrate technology

into our classrooms, it is important to always remember and

respect that not all students prefer and find success with

that.

Researcher Observations

The final piece of data to consider for this study is

reviewing and summarizing my observation field notes from

math lessons with Group A. In order to keep my observations

relevant throughout the study period, I continually

reflected upon two questions. The main thing taken away

from my observations were how engaged the students stayed

when the interactive whiteboard was used. The following is

a summary of my findings using these two reflective

questions.

Question 1: Do the students seem to be enjoying and interested in the

lessons that are presented using an interactive whiteboard?

Based on student’s reactions that I observed, the

unequivocal answer to this question is yes, students did

seem to enjoy the lessons that were presented on the

46


interactive whiteboard. Throughout the two week data

collection period numerous students could often be heard

saying things like, “This is so cool and fun! Look at the

colors and the sounds!” “I can’t wait to see what Ms. Van

Lankvelt is going to do with us next!” “This is so much

better than before!” Many times during the data gathering

period, I was approached by students with requests to start

using the interactive whiteboard in other curricular areas

such as language arts and social studies. During one day in

the middle of the data gathering period, I purposely did an

entire lesson without the use of the interactive whiteboard

to see how the students would react. This decision was met

with a lot of grumblings and unhappy words. One student

stated rather loudly, “What do you mean we’re not going to

be using the interactive whiteboard today! That is not cool

Ms. Van Lankvelt!” As I looked around the room, many of the

students were shaking their heads in agreement. That was

definitely a confirmation that the kids enjoyed the

experience.

47


Question 2: What kind of attention span and effort am I seeing in students

during math lessons that utilize an interactive whiteboard?

Before this study began, I would often have trouble

keeping some of my student’s attention in math class for

long periods of time. I would experience a lot of off task

behaviors, which led to frustration on my part as well as

theirs. As stated previously, it is my thought that these

negative behaviors occur in math because some students view

math as boring and stale. Throughout the two week data

collection period it was encouraging to notice a shift in

these negative behaviors to more positive ones.

I made sure that during the data collection period it

wasn’t just me standing up in front of the class using the

interactive whiteboard as a glorified chalkboard. I wanted

to make the experience as interactive as possible for my

students, so I involved them in many lessons and activities.

Students often seemed motivated to pay attention so that

they had a chance to come up and participate in activities

that were presented on the interactive whiteboard. I

noticed a sharp decline in off task behaviors such as

48


talking to neighbors at inappropriate times. I had to give

very few behavioral redirections during the data collection

period. I also went from having very few students

volunteering to participate in lessons before the data

collection period, to almost every student volunteering to

help on the interactive whiteboard on a daily basis.

In the end I ask myself, could this increase in student

attention and effort be due to the fact that the interactive

whiteboard was a new and exciting thing? Often times when

things are fun and new, students are very motivated, with

the motivation tapering off as the days go by because the

“newness” has worn off. In the two weeks of the data

collection period I did not see a decline in attention and

effort from my students. This leads me to believe that the

use of an interactive whiteboard as a teaching tool is a

solid and productive way to pique student attention and

effort in math class.

Research Summary

Has the interactive whiteboard demonstrated an ability

to improve student engagement and achievement in math class?

49


In analyzing the data collected during this study, the

answer to this question is yes and no. There is strong

evidence to support that the interactive whiteboard had a

positive effect on student engagement in math class.

However, the data collected from the pre-tests and post

tests do not support my hypothesis that an interactive

whiteboard has a positive effect on student achievement in

math class. I feel that if I had the chance to collect more

data over a longer period of time, it would yield results

that support my hypothesis. Overall, it can be said that an

interactive whiteboard is a powerful teaching tool that

students value.

Reflection and Action Plan for Change

Conclusion

Upon the completion of my action research study on the

use of an interactive whiteboard to increase student

engagement and achievement in math class, I have come to the

conclusion that more research and data is needed to make a

valid data conclusion statement. However, this research has

provided me with valuable information to assess the value

50


and productivity of the utilization of an interactive

whiteboard within the classroom. An interactive whiteboard

can make learning more interesting and enjoyable. The

majority of students from this study indicated through the

post study survey that they found the interactive whiteboard

to be fun and exciting. An interactive whiteboard

encourages students to focus and pay more attention during

lessons. A number of students stated on their pre-study and

post study surveys that they felt the need to focus their

attention more on lessons being presented with the use of an

interactive whiteboard than to lessons that do not utilize

an interactive whiteboard. This brings me to my next point:

the use of an interactive whiteboard enables the teacher to

reach more of their diverse and unique learners at once. An

interactive whiteboard allows students to employ many

different multiple intelligences at once because of its

interactivity, colors, and sounds. This allows students to

play on many learning strengths at once. Throughout the

data gathering period, I noticed that the interactive

whiteboard saved time and enables lessons to move more

51


quickly. My instruction time moved more efficiently in

terms of the ease and speed with which pre-made materials

can be accessed, manipulated, and presented on an

interactive whiteboard. Though post test scores did not

support my original hypothesis that the use of an

interactive whiteboard would raise student achievement in

math, both the experimental and control group experienced a

rise in their test scores. More data needs to be collected

in order to get a clearer picture as to whether an

interactive whiteboard had anything to do with the increase

in test scores.

In comparing this action research study to other

studies and findings from the past, three differences must

be noted. First, data for this study was collected over a

two week period. Past studies that I have come across were

conducted over many months time. Second, this study

compared two fourth grade classes, an experimental group and

a control group. Multiple studies that I reviewed used at

least four different groups of students so that they had

multiple data sets to analyze. Finally, my study was

52


conducted using two different fourth grade teachers, myself

and my teaching partner. Many past studies that I looked at

were conducted using only one teacher for all sections of

students being studied. I am convinced that if I had more

time to collect data, the use of more groups of students to

collect and analyze data from, and if the same teacher was

utilized to teach all student groups, a more detailed and

reliable set of data could be collected to support my

original hypothesis for this action research study.

Action Plan for Change

Through this action research project I have learned a

lot about the effectiveness of an interactive whiteboard and

its use to engage and encourage students to learn. In the

future I plan to continue to use an interactive whiteboard

to present some lessons in math class because the results

from this study support its use. Due to its successful

welcome by students, I also plan to integrate an interactive

whiteboard into more curricular areas to present information

and lessons, such as language arts, science, and social

studies. I will continue to seek out new and exciting ways

53


to use the interactive whiteboard in my teaching to keep my

students interested in its use so that it doesn’t become a

passing fad. I will also share my findings from this

research with my building colleagues because the results

support the use of an interactive whiteboard in the

classroom. I know that many teachers in my building find an

interactive whiteboard intimidating and are unsure of its

effectiveness. I know that the results of my study validate

the use of an interactive whiteboard and will help my

building colleagues to see that an interactive whiteboard is

a very effective and powerful teaching tool.

54


REFERENCES

Armstrong, Thomas (2009). Multiple Intelligences. Retrieved April 15, 2009 from

http://www.thomasarmstrong.com/multiple_intelligences.htm.

Averis, D., Glover, D., & Miller, D. (2004). Motivation: the Contribution of Interactive Whiteboards to Teaching and Learning in Mathematics. Retrieved October 7, 2006,from http://cerme4crm.es/Papers%20definitius/Miller-Glover-Averis.pdf.

Beeland, William D. Jr. (2002). Student Engagement, Visual Learning and Technology: Can Interactive Whiteboards Help? Retrieved April 15, 2009 from

http://www.myteacherpages.com/webpages/E2T2grant/files/beeland_am.pdf .

Gen, Ray (2000). Technology and Multiple Intelligences. Education at a Distance, 14 (5), p. 1-8.

Hall, I., & Higgins, S. (2005). Primary School Students’ Perceptions of Interactive Whiteboards. Journal of Computer Assisted Learning, 21, p. 102-117. Retrieved October 8, 2006, from www.galileo.usg.edu.

McEntyre, Mandy (2007). The Effects Interactive WhiteboardsHave on Student Motivation. Mathematics Teaching. Retrieved April 14, 2009, from Wilson Web database.

McGhee, Ray & Kozma, Robert (2003). New Teacher and Student Roles in the Technology-Supported Classroom. Retrieved April 13, 2009 from

http://cw.mariancollege.edu/rstucky/PDF/teacherstudentroles.pdf.

55

http://cw.mariancollege.edu/rstucky/PDF/teacherstudentroles.pdf

http://cw.mariancollege.edu/rstucky/PDF/teacherstudentroles.pdf

http://www.galileo.usg.edu/

http://cerme4crm.es/Papers%20definitius/Miller-Glover-Averis.pdf

http://cerme4crm.es/Papers%20definitius/Miller-Glover-Averis.pdf

http://www.thomasarmstrong.com/multiple_intelligences.htm


Oleksiw, Tammy (2007). Increasing Math Test Scores with theSMART Board Interactive Whiteboard. Mathematics Teaching. Retrieved April 14, 2009, from Wilson Web database.

Prensky, Marc (December 2005/January 2006). Listen to the Natives. Educational Leadership, 63 (4), p. 8-13.

Smith, Heather J., Higgins, Steve, Wall, Kate, & Miller Jen (2005). Interactive Whiteboards: Boon or Bandwagon? A Critical Review of the Literature. Journal of Computer Assisted Learning, 21, p. 91-101.

Starkmann, N. (2006). The Wonders of Interactive Whiteboards. T.H.E. Journal, 33 (10), p. 36-38. Retrieved October 5, 2006, from www.galileo.usg.edu.

Wishart, J. & Blease, D. (1999). Theories Underlying Perceived Changes in Teaching and Learning After Installing a Computer Network in Schools. British Journal of

Educational Technology, 30 (1), p. 25-42. Retrieved June 21, 2001 from Academic Search Elite on Galileo: http://www.gelileo.peachnet.edu.

Appendix A

Table 1: Pre - Study Student Survey Results

QuestionAsked True False Sometimes

1). MathClass is

interestingto me.

3 5 15

2). Mathclass isboring to

me.

1 3 19

3). I likemath class 5 7 11

56

http://www.gelileo.peachnet.edu/


4). I lookforward togoing to

math class.

5 3 15

5). I liketo tell myfamily aboutwhat I amlearning in

math.

5 10 8

6). I canusually

understandwhat theteacher isteaching me

on thechalkboardin math.

20 1 2

7). Iunderstandwhat I amlearning inmath class.

19 2 2

8). I can'tunderstandwhat I amlearning inmath class.

3 9 11

9). Mathclass is

hard for me.4 9 10

10). I trymy best inmath class.

14 3 6

11). I knowwhat an

interactivewhiteboardis and whatit does

3 20 0

12). I havehad teachersin the pastwho haveused

interactivewhiteboards

0 23 0

57


when theytaughtlessons.

58


Appendix BTable 3: Post Study Survey Results

.QuestionAsked True False

1). Learning ismuch more fun

when the teacheruses an

interactivewhiteboard.

23 0

2). I enjoylearning morewhen Ms. Van

Lankvelt uses aninteractivewhiteboard.

23 0

3). I rememberthe things I

see, hear, or doon an

interactivewhiteboard

better that if achalkboard wasbeing used.

22 1

4). I try hardto listen andpay attentionduring a lessonso that I can

have a chance touse the


23 0

5). I would askMs. Van Lankveltto continue to

use aninteractivewhiteboard inmath class.

23 0

6). I would askMs. Van Lankvelt

to use aninteractive

whiteboard in my

21 2

59


others classeslike languagearts and social

studies.

7). When I usean interactivewhiteboard in mymath class it:

Helps me showwhat I have

learned better.21

Makes it moredifficult for meto show what Ihave learned.

0

Does not affecthow I show whatI have learned.

2

8). When Ms. VanLankvelt uses an

interactivewhiteboard in my

math class:

It helps me stayfocused andlearn more.

23

It does not helpme stay focusedand learn more.

0

It does notaffect mylearning.

0

9). My favoritepart of using an

interactivewhiteboard inmath class is:

It isinteractive andfun to use.

19

It offers me anew way for meto learn my math

lessons.4

I do not have afavorite part.

0

60


Appendix C

Table 4: Post Study Parent Survey Results QuestionAsked Agree Disagree Don't Know

1). The useof an

interactivewhiteboardhelped mychild toget more

involved inthe

learningprocess in

math.

19 0 0

2). Mychild

seemed toenjoy

learningwith the


18 0 1

3). Mychild

benefitedfrom Ms.

VanLankvelt'suse of theinteractivewhiteboardin math.

16 0 3

4). The useof an

interactivewhiteboardhelped mychild tolearn.

16 0 3

5). The useof an

interactivewhiteboard

15 1 3

61


was more intune withmy child'slearningstyle.6). My

child likedthe

interactivity of theinteractivewhiteboard.

17 1 1

62


Appendix D

Survey #1

Name _______________________________ Date __________________

Rate the following statements using the given scale below.Write your number choice on the line after each question.

1= True2= False3 = Sometimes

1. Math class is interesting to me. _____

2. I understand what I am learning in math class. _____

3. Math class is hard for me. _____

4. I try my best in math class. _____

5. I can’t understand what I am learning in math class. _____

6. I can usually understand what the teacher is teaching me on the chalkboard. _____

7. I like to tell my family what I am learning in math class. _____

8. Math class is boring to me. _____

9. I like math class. _____

10. I look forward to going to math class. _____

63


11. I know what an interactive whiteboard is and what it does. _____

12. I have had teachers in the past use an interactive whiteboard when they taught lessons. _____

64


Appendix E

65

Interactive Whiteboard in Math Class 66


Appendix F

67


Appendix G

Survey #2Name _________________

Please circle the answer in each question that best fits you.

1. Learning is much more fun when the teacher uses an interactivewhiteboard.

True False

2. I enjoy learning more when Ms. Van Lankvelt uses an interactive whiteboard.

True False

3. I remember the things I see, hear or do on an interactive whiteboard better than if the chalkboard was being used.

True False

4. I try hard to listen and pay attention during a lesson so thatI can have a chance to use the interactive whiteboard.

True False

5. I would ask Ms. Van Lankvelt to continue to use an interactivewhiteboard in my math class.

True False

6. I would ask Ms. Van Lankvelt to use an interactive whiteboard in my other classes like language arts and social studies.

True False

7. When I use an interactive whiteboard in my math class it:

Helps me show what I have learned better Makes it more difficult for me to show what I have learned Does not affect how I show what I have learned

69


8. When Ms. Van Lankvelt uses an interactive whiteboard in my math class:

It helps me stay focused and learn more It does not help me stay focused and learn more It does not affect my learning

9. My favorite part about using an interactive whiteboard in my math class is:

It is interactive and fun to use It offers a new way for me to learn my math lessons I do not have a favorite part

Appendix H

Child’s Name_________________Your Name_________________

As you know, we have been using an Interactive Board inour math class for the last three weeks. Circle the answer in each question that best fits your child. Please return this survey no later than Friday, May 22nd. Thank-you for your participation!

1. The use of an interactive whiteboard helped my child to get more involved in the learning processin math class.

Agree Disagree Don’t Know

2. My child seemed to enjoy learning with the interactive whiteboard.


70


3. My child benefited from Ms. Van Lankvelt’s use of the interactive whiteboard in math class.


4. The use of an interactive whiteboard helped my child to learn.


5. The use of an interactive whiteboard was more in tune with my child’s learning style.


6. My child liked the interactivity of the interactive whiteboard.


Please use the remaining section of this survey (and the backside if need be) to add any additional commentsthat you feel were not covered in the above questions. Thank you!

Appendix I

71


Appendix J

72


Appendix K

73


Appendix L

School of Education

Study Title: Giving Math a MakeoverResearcher: Ms. Kathryn L. Van LankveltAddress: 1000 N. Mason St., Appleton, WI 54915Phone Number: 1-920-830-6270E-mail Address: [email protected] to Researcher: Mrs. Jenna Linskens - [email protected] are being asked to allow your child to take part in a research study carried out by Kathryn L. Van Lankvelt for anaction research project that she is doing for her master’s degree. Please read this form carefully, taking as much timeas you need. Ask the researcher to explain anything you don’t understand. This study has been approved for human subject participation by the Marian University InstitutionalReview Board and is pending AASD school board approval.

You may refuse to give permission, or you may withdraw your permission for your child to be in the study, for any reason. Your child will also be asked if he or she would like to take part in this study. Even if you give your permission, your child can decide not to be in the study or to leave the study at any time.

What is this research study about?

This research study is being done because technology is all around us these days. As a teacher, it is my job to integrate new pieces of technology into my lessons. Math isthe class that I feel my students lack interest and engagement in the most. I plan to introduce the use of a SMART Board (an interactive whiteboard) and an Airliner Pad (digital sketch pad) to see if using these pieces of

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mailto:[email protected]


technology impacts my students’ level of interest and engagement in math.

I am asking your permission for your child to be in the study because he or she sees me for their math class.

Taking part in the study will take about three weeks.

What will my child be asked to do if he or she is in this research study?

If your child takes part in the study, he or she will be asked to participate in math lessons that involve the use ofa SMART Board and/or Airliner Pad. Math lessons will NOT bereplaced with the use of a SMART Boards and Airliner Pads, but rather supplemented by them. The inclusion of the SMARTBoard and Airliner Pad could range from five minutes to one hour on a daily basis. As mentioned above, my entire study will run for three weeks. Examples of these supplemental activities are interactive math games, shape and number manipulation, writing pad, drawing pad, and teacher made modules that students can access and complete using the SMART Board and Airliner Pad.

Throughout the three week study, I will be observing studentinteraction and behavior pertaining to the integration of the SMART Board and Airliner Pad to later be used for my action research paper. I will also be using a pre-project questionnaire/survey to assess my students’ prior experiences and knowledge of a SMART Board and Airliner pad. At the end of the three week study, I will give them another simple survey to find out what they learned and how they felt about the experience. Throughout the research project I will be conducting short interviews with my participating students to gauge levels of interest and engagement in math.

Your child may refuse to answer any question in any test, questionnaire, or interview.

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Are there any benefits to my child if he or she is in this research study?

The potential benefits to your child for taking part in thisstudy are…

Children are becoming more and more sophisticated with technology tools. With this comes a new level of need for teachers to offer technologically rich experiences in order to interest and engage these new tech savvy kids. Out of all of the subjects that I teach to my fourth graders, I find that in math it is particularly hard to keep my students interested and engaged in the subject matter. Mathseems to be a lot about listening to a teacher lecture aboutthe subject and then there is a lot of paper and pencil practice that follows. Each participant will have the opportunity to take part in a new technology (SMART Boards and Airliner Pads). These machines offer students a stimulating visual and auditory experience. They also allowhands-on interaction and manipulation of topics that were once just black and white. Also, if I see positive results come out of this research project, I will definitely be devoting more time in planning and presenting activities that utilize the SMART Board and Airliner Pad in all of the other subjects that I teach (reading, writing, and social studies).

If your child takes part in this study, it may help others in the future.

Are there any risks to my child if he or she is in this research study?

The potential risk to your child from taking part in this study is the possible chance of loss of a small amount of math instructional time due to set up, explanation, and use of the SMART Board and Airliner Pad within math lessons.

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To aide in the prevention of this risk, I have contacted andset up a on-on-one training session with a colleague from mybuilding who uses a SMART Board and Airliner pad in her lessons often. This will give me the opportunity to learn, take notes, and ask questions about the features of the SMART Board and Airliner Pad. I will also spend some extra time in the morning and after school to practice using the SMART Board and Airliner Pad. This will make me more familiar and comfortable with the features of each machine so that I am better prepared to use them in a timely and sufficient manner during my math lessons. I feel that thesetwo measures will help to lessen the chance of loss of instructional time.

If there is any loss of instructional time, I plan to use non-instructional time like silent reading time or free choice time to make up the material that was cut short or missed due to the integration and use of a SMART Board and Airliner pad in my math lessons.

Will information about my child be kept private?

The data for this study will be kept private and confidential to the extent allowed by federal and state law.I will be the only person that will be conducting research in the three week window, so your child will only interact with me. I will keep all questionnaires, surveys, interviews, and my notes from observations private by keeping the results saved under my restricted access computer at school.

Your child’s name will not be made accessible or used for any part of this study. I will be sharing my results with my fellow action research classmates, my instructor, and other teachers at Lincoln Elementary school. The results ofthis study may be published or presented at professional meetings, but your child’s name will not be used or associated with the findings. The data for this study will be kept for 3 years.

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Are there any costs or payments for your child being in thisresearch study?

There will be no costs to you or your child for taking part in this study.

You will not receive money or any other from of compensationfor taking part in this study.

What are my child’s rights as a research study volunteer?

Your child’s participation in this study is completely voluntary. Your child may choose not to take part in this study, choose not to answer specific questions, or leave thestudy at any time. There will be no penalty or loss of benefits to which you or your child are entitled if you choose not to give your permission for your child to take part or your child withdraws from the study.

Who can I talk to if I have questions?

If you have questions about this study or the information inthis form, please contact the researcher Kathryn L. Van Lankvelt at (920)830-6270, or e-mail [email protected], or regular mail at: Kathryn L. Van Lankvelt, 1000 N. Mason St., Appleton, WI 54915. If you have questions about your rights or your child’s rights as a research participant, or would like to report a concernor complaint about this study, please contact the Marian University IRB Administrator at (920) 923-8796, or e-mail [email protected], or regular mail at: Marian University ORSP, 45 S. National Avenue, Fond du Lac, WI 54935.

What does my signature on this consent form mean?

Your signature on this form means that: You understand the information given to you in this

form

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You have been able to ask the researcher questions and state any concerns

The researcher has responded to your questions and concerns

You believe you understand the research study and the potential benefits and risks that are involved for yourchild.

You understand that even if you give your permission, you child may choose not to take part in the study.

Statement of ConsentI give my voluntary permission for my child to take part in this study. I will be given a copy of this consent documentfor my records.

__________________________________________________________

Signature of Parent Date

__________________________________Printed Name of Parent

Statement of Person Obtaining Informed Consent

I have carefully explained to the parent of the child being asked to take part in the study what will happen to their child.

I certify that when this person signs this form, to the bestof my knowledge, he or she understands the purpose, procedures, potential benefits, and potential risks of his or her child’s participation.

I also certify that he or she: Speaks the language used to explain this research

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Reads well enough to understand this form or, if not, this person is able to hear and understand when the form is read to him or her

Does not have any problems that could make it hard to understand what it means for his or her child to take part in this research.

_________________________________________________________

Signature of Person Obtaining Consent Date

________________________________________________________

Printed Name of Person Obtaining Consent Person’s Role in Research Study

Appendix M

MARIAN UNIVERSITYSchool of Education

Child Assent Form

Study Title: Giving Math a Makeover

Researchers: Ms. Kathryn L. Van Lankvelt, 4th Grade Teacher, Lincoln Elementary School

Advisor to Researcher: Mrs. Jenna Linskens - [email protected]

My name is Ms. Van Lankvelt and I am from Marian University.

I am asking you to be in a research study about how usinga SMART Board and Airliner Pad effects kids in math.

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Your parent knows we are going to ask you to be in this research study, but you get to decide if you want to joinin this study. It is up to you. If you decide to be in the study, I will ask you to come to math class like normal. In addition to what we already do in our math classes, I will also be doing some activities and lessonswith you using a SMART Board and Airliner Pad. We will be using the SMART Board and Airliner Pad in our math class for three weeks. In the beginning of the three weeks, I will be giving you a survey to fill out. At theend of the three weeks I will be giving you another survey with different questions on it to fill out.

If you take part in this research study, you might learn new strategies to solve math problems that work better for you. You will also have the chance to take part in and try interactive math games, the writing and drawing pads, and activities made by teachers that you can do andsolve right on the SMART Board and Airliner Pad.

I don’t think anything bad would happen if you decide to take part in this research study, but there is a chance that we could lose some instruction time in math because we have to set the SMART Board and Airliner Pad up at thebeginning of each class. If this would happen, we will use some DEAR time or free choice time to make up the lost math time to make sure you aren’t missing anything.

If you decide to not be in the study, you will still takepart in the activity but your answers will not be used inthe study.

If anything in the study worries you or makes you uncomfortable, let me know and you can stop. There are no right or wrong answers to any of my questions. You don’t have to answer any question you don’t want to answer or do anything you don’t want to do.

Everything you say and do will be private. I won’t tell your parents or anyone else what you say or do while you

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are taking part in the study. When I tell other people about what we learned in the study, I won’t tell them your name or the name of anyone else who took part in theresearch study.

You don’t have to be in this study. It is up to you. Youcan say no now or you can change your mind later. No onewill be upset if you change your mind.

You can ask me questions anytime and you can talk to yourparent any time you want. We will give you a copy of this form that you can keep. Here is the name and phone number of Ms. Van Lankvelt, someone you can talk to if youhave questions about the study:

Name: Ms. Van Lankvelt Phone number: 1-920-830-6270

Do you have any questions now that I can answer for you?

********************************************************************************************

IF YOU WANT TO BE IN THE STUDY, SIGN OR PRINT YOUR NAME ON THE LINE BELOW:_______________________________________

__________________Child name and signature Date

Check which of the following applies

The child is capable of reading and understanding the assent form and has signed above as documentation of assent to take part in this study.

The child is not capable of reading the assent form,but the information was verbally explained to him/her. The child signed above as documentation ofassent to take part in this study.

_______________________________________

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___________________________________ Signature of person obtaining assent

Date

Appendix N

Study Title: Giving Math a MakeoverResearcher: Ms. Kathryn L. Van Lankvelt Address: 1000 N. Mason St., Appleton, WI 54915Phone Number: 1-920-830-6270E-mail Address: [email protected] to Researcher: Mrs. Jenna Linskens - [email protected] are being asked to take part in a research study carriedout by Kathryn Van Lankvelt. This form explains the researchstudy and your part in it if you decide to join the study. Please read the form carefully, taking as much time as you need. Ask the researcher to explain anything you don’t understand. You can decide not to join the study. If you join the study, you can change your mind later or quit at any time. There will be no penalty or loss of services or benefits if you decide to not take part in the study or quitlater. This study has been approved for human subject participation by the Marian University Institutional Review Board and is pending AASD school board approval.

What is this study about?

This research study is being done because technology is all around us these days. As a teacher, it is my job to integrate new pieces of technology into my lessons. Math isthe class that I feel my students lack interest and engagement in the most. I plan to introduce the use of a SMART Board (an interactive whiteboard) and an Airliner Pad (digital sketch pad) to see if using these pieces of

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technology impacts your child’s level of interest and engagement in math.

You are being asked to take part because you are the parent/guardian of a student that I would like to observe during the three week SMART Board/Air Liner Pad integration math unit. I am also asking you to take part in this study because I feel that parent input is extremely valuable to changes in instruction.

Taking part in the study will take about 5 minutes of your time.

What will I be asked to do if I am in this study?

If you take part in the study, you will be asked to completea short five minute parent observation survey at the conclusion of the three week study. This survey will contain six multiple choice questions and one open ended question that have to do with the impact that you see in your child due to the integration of a SMART Board and Air Liner pad in math.

You may refuse to answer any question(s) on the survey.

Are there any benefits to me if I am in this study?

There is no direct benefit to you from being in this study.Are there any risks to me if I am in this study?

The potential risks from taking part in this study are…. The loss of time you may experience due to filling out the parent survey.

To aide in the prevention of this risk, I have made the survey very short (six questions). I have also made the questions multiple choice, so that the survey will take muchless time to fill out. The one opened ended question is optional, so you may opt out of answering it.

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Will my information be kept private?

The data for this study will be kept confidential to the extent allowed by federal and state law. No published results will identify you, and your name will not be associated with the findings. Under certain circumstances, information that identifies you may be released for internaland external reviews of this project.

Your name will not be made accessible or used for any part of this study. I will be sharing my results with my fellow action research classmates, my instructor, and other teachers at Lincoln Elementary school. The results of this study may be published or presented at professional meetings, but your name will not be used or associated with the findings. The data for this study will be kept for 3 years.

Are there any costs or payments for being in this study?

There will be no costs to you for taking part in this study.

Who can I talk to if I have questions?

If you have questions about this study or the information inthis form, please contact the researcher Kathryn L. Van Lankvelt at (920)830-6270, or e-mail [email protected], or regular mail at: Kathryn L. Van Lankvelt, 1000 N. Mason St., Appleton, WI 54915. If you have questions about your rights or your child’s rights as a research participant, or would like to report a concernor complaint about this study, please contact the Marian University IRB Administrator at (920) 923-8796, or e-mail [email protected], or regular mail at: Marian University ORSP, 45 S. National Avenue, Fond du Lac, WI 54935.

What are my rights as a research study volunteer?

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Your participation in this research study is completely voluntary. You may choose not to be a part of this study. There will be no penalty to you if you choose not to take part. You may choose not to answer specific questions or tostop participating at any time.

What does my signature on this consent form mean?Your signature on this form means that:

You understand the information given to you in this form

You have been able to ask the researcher questions and state any concerns

The researcher has responded to your questions and concerns

You believe you understand the research study and the potential benefits and risks that are involved.

Statement of ConsentI give my voluntary consent to take part in this study. I will be given a copy of this consent document for my records.

_______________________________________________________

Signature of Participant Date

__________________________________Printed Name of Participant

Statement of Person Obtaining Informed Consent

I have carefully explained to the person taking part in the study what he or she can expect.

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I certify that when this person signs this form, to the bestof my knowledge, he or she understands the purpose, procedures, potential benefits, and potential risks of participation.

I also certify that he or she: Speaks the language used to explain this research Reads well enough to understand this form or, if not,

this person is able to hear and understand when the form is read to him or her

Does not have any problems that could make it hard to understand what it means to take part in this research.

___________________________________________________________

Signature of Person Obtaining Consent Date

___________________________________________________________

Printed Name of Person Obtaining Consent Role in the Research Study

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