Acquisition and Integration of SMART Board Interactive Whiteboard Skills: Gender Differences Among College Faculty, Staff and Graduate Assistants

“Our pilot results showed that more female FSG [Faculty, Staff, Graduate Students] attended SMART Board [interactive whiteboard] training sessions than their male counterparts.…No gender differences were found in the following areas: actual classroom use and comfort level of faculty using SMART Board [interactive whiteboards] following training sessions, the amount of learning FSG acquired at the training sessions, whether pedagogy affected what FSG learned about SMART Board [interactive whiteboards] and how participants perceived that SMART Board interactive whiteboard technology could be used in their classrooms to promote teaching and learning."

Mary Nell McNeese, Department of Educational Leadership and Research, University of Southern Mississippi, summer 2003

The Importance of the Path Not Taken: The Value of Sharing Process as Well as Product

“Does an undergraduate's ability to produce a diagram of a system improve when the versions of the stages of diagram refinement are communicated and studied? The members of the SMART Board [interactive whiteboard] groups took 75 percent longer to produce test analyses than the paper-based groups.…The time results of the study showed that members of the experimental groups were taking longer to develop their analyses. The quality results seemed to indicate that the layers provided by the SMART Board [interactive whiteboard] allowed members of the experimental groups to reach greater semantic similarity … the experimental groups were taking longer to produce their analyses, but their analyses were of a higher semantic quality than the paper-based ones. The experimental groups' subjects expressed similarity in semantics – in the meaning captured by their diagrams – but had not shared a similarity of structure. Looking at the structure of a diagram may actually be irrelevant to building analysis skills. Good analysts will capture the same meaning, but will choose different structures to capture their meaning."

Theresa Vitolo, Department of Computer and Information Science, Gannon University, summer 2003

Using the Interactive Whiteboard to Increase Student Retention, Attention, Participation, Interest, and Success in a Required General Education College Course

“Although there was no significant difference in student performance, students in the technology-enhanced sections self-reported more enthusiasm and interest in the course than did students in traditional sections, and perhaps as a result, the retention rate in the experimental sections was much higher than in the control sections.…The control group (fall 2001 sections) began with a total of 74 students and ended with 66 students, for a retention rate of 89.2 percent. The experimental group (spring 2002 sections) began with a total of 70 students and ended with 68 students, for a retention rate of 97.1 percent."

Linda Tate, Department of English and Modern Studies, Shephard College, summer 2002

Teachers' Perceptions Regarding the Use of the Interactive Whiteboard in Instruction

“The overall tenor of responses to the survey regarding use of the interactive electronic whiteboard was very positive. Responses indicated that teachers were using the interactive whiteboards in a variety of creative ways. Student response was described by the teachers as very enthusiastic. Answers to open-ended questions indicated that students were more involved, attentive, and motivated when lessons were offered using the interactive whiteboard rather than using other teaching methods … Features of the interactive whiteboard repeatedly praised were interactivity, ability to mark and save notations, size of display for presentations, and ability to manipulate software from the interactive whiteboard. Many respondents expressed the hope that additional interactive whiteboards would be available on their campuses in the future."

Mary Anne Bell, Baylor University, winter 1998

Helping All Children Learn: Action Research Project

“The students in the classroom were very excited and motivated to learn when forms of innovative technology were integrated into instruction and assignments. The students with ADHD were very attentive, and less impulsive and hyperactive during technology-integrated instruction. If I could further the study, I would probably survey and observe the same group of students over an extended period of time to determine if it was the technology or interest in a new piece of equipment that truly inspired them to work harder."

Joyce Jamerson, Longfellow Elementary School, summer 2002

The Aural Enabler: Creating a Way for Special Needs Kids to Participate in the Classroom Lesson

“The SMART Board [interactive whiteboard] assisted the special needs teacher in improving the learning environment for her students. All participants maintained motivation and participation levels throughout the lessons. Those with the most initial problems showed the most improvement in achievement and confidence, ergo increasing participation in their regular classroom. The tool is easy to use and enhances teaching of concepts that are often difficult with other strategies. For example, the use of vivid colour and the flexibility to change colour removes the two-dimensional aspect of trying to teach geometry. Student direct interaction with the [interactive white]board and its immediate feedback from printouts keep the students focused and on task. The special needs teacher enjoys working with the students and the SMART Board [interactive whiteboard] because of the reduced anxiety, the improvement in the concentration of the students, and the flexibility and ease of its tactile use."

Geri Salintri, Kara Smith and Christopher Clovis, University of Windsor, winter 2002

Math Intervention SMART Project, Student Mathematical Analysis and Reasoning

“At the beginning of the year, 32 percent of Ms. Moore’s class correctly answered the pretest coin value question and 27 percent correctly answered the pretest coin combination question. After working with the SMART Board interactive whiteboard on money value and combinations, 95 percent of the students scored a correct answer for coin value on the posttest and 75 percent correctly answered the coin combination posttest question. The control group scored 76 percent on the coin value posttest and 41 percent on the coin combination posttest.

Did the SMART Board interactive whiteboard aid in producing smarter kids? Based upon the significant growth, academic achievement, and positive attitudes toward the specific skills taught, the answer appears to be yes. The SMART Board interactive whiteboard used as a tool, in combination with effective teaching strategy, brought about dramatic results. The level of enthusiasm in Ms. Moore's math class is far above that of a typical first grade classroom. Not only did the level of interest among students heighten; Ms. Moore was challenged to think and teach in a new way. This teacher shared the enthusiasm of her students and thought of various ways to promote interaction, stimulate discussion, and make learning easy and enjoyable in the process."

Anne Clemens, Traci Moore and Brian Nelson, Mueller Elementary School, summer 2001

More information: SMARTer Kids Research Project Library www.smarterkids.org/research/library_alpha.asp