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Implications of Interactive Whiteboards Research for the Mathematics Classrooms PROCEEDINGS

, Mercer University, United States ; , Georgia Southern University, United States ; , Texas A&M Univeristy, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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.

Citation

Hall, J., Chamblee, G. & Slough, S. (2012). Implications of Interactive Whiteboards Research for the Mathematics Classrooms. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 4825-4830). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

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