16 SES 05.5 PS, General Poster Exhibition
General Poster Session during Lunch
Interactive digital whiteboards (IDWs) can be described in technical terms as "touch screens that function in conjunction with a computer and a projector" (SMART, 2006, p. 5). The use of these whiteboards in education is becoming more and more widespread (Tatar and Erduran glu, 2009; Lan & Hsiao, 2011; Levy, 2002, Murcia, 2008). In fact, their use in education "is not just a trend, but also an important educational policy" (Lan and Hsiao, 2011, p. 172).
The literature reveals interest and positive attitudes on the part of teachers and students towards the use of IDWs in general (Hall & Higgins, 2005; Levy, 2002; Morgan, 2008, Smith et al, 2005). Students and teachers think that their use in education makes lessons more entertaining and interesting (Ates, 2010; Beeland 2002, Kaya and Aydin, 2011; Levy, 2002), exciting (Elaziz, 2008) , motivating (Tatar and Erduran glu, 2009) and enjoyable (Hall & Higgins, 2005; Levy, 2002).
Much research has been done in primary education pertaining to the use of IDWs in classrooms. In an experimental study, Ekici (2008) found their use in mathematics with 6th grade students to have positive influences. Lewin et al. (2008) also found positive effects from using IDWs in math and english classes, and test score increases were significant after only having worked with the whiteboards for a period of 2 years.
Despite positive feedback and investigation regarding the use of IDWs in primary education, there is not sufficient evidence from systematic research that takes into account the impact of such use on student performance in early childhood education (Levy, 2002; Smith et al, 2005). We believe that, from a perspective of curriculum evaluation, it is necessary to investigate whether this relatively new and expensive technology generates the desired pedagogical effects.
That is why the objective of our research was to evaluate the impact of the use of IDWs on student performance in early childhood education. Therefore, this study sought to use IDWs as methodological resources for developing early childhood curriculum, and evaluate the results obtained from an experimental group and a control group of 4 year-old students. Four groups of students in their second semester of their second year of early childhood education at CEIP Virgen de los Desamparados and CEIP Costa Blanca participated in this study.
Álvarez Rojo , V., García Jiménez, E., Gil Flores, J., Martínez Clares, P., Romero Rodríguez, S., Rodríguez Santero, J. (2002). Diseño y evaluación de programas. Madrid: EOS. Armstrong, V., Barnes, S., Sutherland, R., Curran, S., Mills, S., & Thompson, I. (2005). Collaborative research methodology for investigating teaching and learning: the use of interactive whiteboard technology. Educational Review, 57(4), 457–469. Beeland, W. D. (2002). Student engagement, visual learning and technology: Can interactive whiteboards help?. Retrieved 07. 06. 2011. http://chiron.valdosta.edu/are/ Artmanscrpt/vol1no1/beeland_am.pdf. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage. Elaziz, F. (2008). Attitudes of students and teachers towards the use of Interactive whiteboards in EFL classrooms. Unpublished master thesis, Bilkent. García Sanz, M.P., (2003) La evaluación de programas en la intervención socioeducativa. Murcia: DM Hall, I., & Higgins, S. (2005). Primary school students’ perceptions of interactive whiteboards. Journal of Computer Assisted Learning, 21, 102–117. Lan, Tian-Syung, & Hsiao, Tsung-Yen (2011). A study of elementary school students’ viewpoints on interactive whiteboard. American Journal of Applied Sciences, 8(2), 172–176. Levy, P. (2002). Interactive whiteboards in learning and teaching in two Sheffield schools: A developmental study. Retrieved 10. 12. 2011 from. http://dis.shef.ac.uk/eirg/projects/ wboards.htm. Ley Orgánica 2/2006, del 3 de mayo, de Educación. Murcia, K. (2008). Teaching for scientific literacy with an interactive whiteboard. Teaching Science, 54(4), 17–21. Real Decreto 1630/2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas del segundo ciclo de Educación Infantil Smart Technologies Inc. [SMART]. (2006). Interactive whiteboards and learning improving student learning outcomes and streamlining lesson planning. White Paper, Retrieved 20.01.2012. http://downloads01.smarttech.com/media/research/whitepapers/int_whiteboard_research_whitepaper_update.pdf. Torff, B., & Tirotta, R. (2010). Interactive whiteboards produce small gains in elementary students’ self-reported motivation in mathematics. Computers & Education, 54(2), 379–383.
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