Effectiveness of Interactive Whiteboards in Fifth Grade English Language Arts

Effectiveness of Interactive Whiteboards in Fifth Grade English Language Arts

 The 21^st century classroom includes innovative technology designed to engage students and support learning. One such tool includes interactive whiteboards (IWB).  Schools across the United States are investing large sums of money to install interactive whiteboard technology in K-12 classrooms in hopes of increasing student achievement.  According to Curwood (2009) educators agree that interactive whiteboards appeal to kids’ multiple intelligences particularly for visual-spatial and bodily-kinesthetic learners that can be hard to accommodate in the print based classroom (as cited in Deubel, 2010).  For this reason, teachers are moving away from the traditional methods of teaching, which include worksheets, lectures, and note taking.  Instead, teachers are using IWB technology to create more engaging lessons.  The goal of this study is to investigate the effectiveness of interactive whiteboards in the fifth grade English language arts classroom.  Do interactive whiteboards increase learning?  Research was done in two English language arts classes. One class received instruction through the use of an interactive whiteboard; the other class received the same lessons without the use of an interactive whiteboard.  Research was based on the results of surveys, quizzes, and test given to both groups. 

This study was conducted at Homer Elementary School in Claiborne Parish, Louisiana. This is a rural Title I school in North Louisiana.  The campus is designed for pre-kindergarten to fifth grade students. Of the 454 students enrolled at Homer Elementary, 77% are African American, 22% are White, 1% is Asian, and 1% is Hispanic. Based on free and reduced lunch data, 82% of students are considered economically disadvantaged.  The sample size for the study included 35 fifth grade students. Of those students, 18 were male and 17 were female. The demographics of the participants of the study vary somewhat to the demographics of the campus.  Of the 35 participants, 80% were African American, 14% were White, and 6% were Hispanic. Within these participants, two were special education students and two were English language learners.  The action researcher’s position on campus was a fifth grade English Language Arts teacher. The researcher has a bachelor’s degree and ten years teaching experience, which includes three years experience teaching with an IWB.

The district chose Promethean as their IWB provider. Promethean boards incorporate Activinspire software, which includes teacher resources, interactive tools, and professional development. While many of the classrooms in the district have IWBs, some classrooms have limited technology. Claiborne Parish plans to equip every classroom with IWBs and wireless slates. Support equipment and accessories such as student response systems may be purchased.  This large investment warrants an examination of IWBs impact on learning and achievement. This study will impact instructional planning and future decisions regarding technology investments and associated professional development.   

            Students’ prior knowledge and experiences pose a challenge to the study of IWBs’ effectiveness.  Some students have worked with IWBs prior to this study while others have limited experience. More experienced students are inclined to participate and engage more in the lesson. Another challenge includes prior knowledge of concepts. The research was conducted in an English language arts classroom and concepts included figurative language and vocabulary.  Some students have rich language backgrounds while others, like English language learners, have less exposure to language expression and English.