INTERACTIVE WHITEBOARDS IN
LANGUAGE ARTS
BRITTANY MEEK
SECTION I
INTRODUCTION
In the upcoming year Rush County School Corporation will be adding interactive
whiteboards to all classrooms, grades four through six. With the introduction of these new
technologies come questions as to how students will react to the new technology and how the
interactive whiteboards will increase or decrease student performance and engagement.
Rather than have a broad focus, including all areas of the curriculum, this research
focuses on language arts. Currently it seems that students are not always engaged and focused
during reading lessons. The students also perform lower in the area of language arts than they
do in mathematics. Focusing this research on language arts seems appropriate.
AREA OF FOCUS STATEMENT
The purpose of this study is to determine whether the use of interactive whiteboards
will improve or decrease student performance and engagement during language arts.
RESEARCH QUESTIONS

Will the use of interactive whiteboards increase student focus during language arts?

Will the use of interactive whiteboards increase student achievement in language arts?

Will the use of interactive whiteboards and additional technologies improve the learning
environment for elementary aged students?
RELATED LITERATURE
According to Brown (2009), when using technology in education you should remember
that teaching should be “a balance of direct, personal interaction and technology.” This view of
technology used in the classroom seemed to be a view I saw throughout all of my research.
Technology cannot be used successfully if it is not used appropriately.
Brown (2009), mentioned above, worked with a group of fourteen students to
determine whether technology made a difference in their learning. He found that, “too much or
unfettered technology is bad and directly hinders learning” and “the use of technology should
not come at the expense of personal interaction both in and outside the classroom.” Brown’s
(2009) research seems to focus more on how not to use technology and that the focus of a
lesson should be on learning, not on the technology being used.
Marzano (2009) also found similar results. In research he conducted, he found “that in
23 percent of the cases, teacher had better results without the interactive whiteboards”
(Marzano, 2009). Some of the things teachers were doing that had a reverse effect on their
results were:
o “Using voting devices but doing little with the findings.”
o “Not organizing or pacing the content well.”
o “Using too many visuals.”
o “Paying too much attention to reinforcing features.”
While many of these findings seemed discouraging, while using good teaching practices when
using technology, positive results were seen. The use of interactive whiteboards “was
associated with a 16 percentile point gain in student achievement” (Marzano, 2009).
Other research showed not only an improvement in student achievement, but also
improvement of students with special needs (Becta, 2003). Becta (2003) also found that
“increased motivation is seen as a key benefit of whiteboards.” Overall, I found through my
research that interactive whiteboards are a successful addition to the classroom if the teacher
focuses first on the lesson and then on integrating technology with the lesson.
INTERVENTION
To continue to understand the results of using interactive whiteboards during language
arts lesson, I will be completing observations, doing surveys, and looking at test results. The
results of these will be used so that I can determine whether interactive whiteboards improve
academic results and engagement of the students.
SECTION II
DATA COLLECTION STRATEGIES
In order to collect data, I will be using a passive observer, standardized testing results,
and participant surveys. By using these three strategies, I should have reliable results. I can
compare results of the passive observer to results of the participant survey to determine the
validity of the results. The passive observer will be a person from within the schools and will be
required to keep all information confidential during the observation. I will also make sure that
the survey remains anonymous. After collecting all of the data, I will be reviewing the data to
determine the results of using an interactive whiteboard in the classroom during language arts.
DATA SOURCES
PASSIVE OBSERVATION
Observations will be completed by an adult from within the school corporation. This observer
will be focusing on student engagement, performance (during the lessons), and participation.
There will be at least one observation without the use of an interactive whiteboard and with an
interactive whiteboard. The observer will be given a form to complete during the observations
so that the information is consistent from one observation to the next.
STANDARDIZED TEST SCORES
The students will be taking a standardized test before and after the use of interactive
whiteboards during language arts. These results will provide me with information of their
academic achievement with and without the use of an interactive whiteboard.
STUDENT SURVEY
The students will be completing a survey after a lesson without an interactive whiteboard and
after a lesson with an interactive whiteboard. This survey includes questions with scales and a
short answer question.
DATA ANALYSIS PLANS
To help determine the value of interactive whiteboards during language arts, I will be
using the results from each form of data collection. The observations and surveys will be
compared to determine if there are any discrepancies. This information will also help me to
analyze student involvement and engagement in the lessons. The standardized test scores will
be helpful in determining if there has been an increase in academic achievement and to see
which areas of language arts have improved the most.
SECTION III
ADDITIONAL INFORMATION
1. Will there be other people involved in your action research project? If so, who are they
and what would be their responsibilities?

Yes, there will definitely be one other person involved in my action research
project. This person will be responsible for completing the observations during
language arts lessons.
2. What negotiations would you need to undertake prior to beginning your project?

I would need to get permission from the principal in my building and from the
superintendent of the school corporation.

I would send home a letter to parents informing them of the research. I would
not have to ask for their permission (unless the principal or superintendent
requested I do), since all information will be anonymous and focused on the
class more that individual students.
3. What is the projected timeline for developing your recommended actions?

Collect Data – Data will be collected at the time of the fall Acuity test through
the time of the winter Acuity test. These tests usually take place at the beginning
of October and at the beginning of December.

Analyze and Interpret Data – The data will be analyzed and interpreted in the
weeks following the December Acuity test. I will have this done prior to
Christmas vacation.
4. What is the projected timeline for developing your recommended actions?

I will have my recommendations compiled by the end of Christmas vacation and
will present them to my principal at the beginning of January.
5. What would be your overall strategy for implementing any recommended actions
resulting from your project?

Since all teachers, grades four through six, will be receiving interactive
whiteboards, I would plan on preparing my recommendations and presenting
them to this group of teachers. The results that I receive could help the other
teachers determine the best use for interactive whiteboards in their classrooms.
6. What would be your process for ongoing monitoring of recommended actions?

I think that the best way to continue monitoring the effectiveness of interactive
whiteboards in language arts would be in analyzing the standardized test scores
and continuing to have occasional student surveys.
REFEREN CES
Becta. (n.d.). What the research says about interactive whiteboards. ICT Research. Retrieved
May 2, 2010, from partners.becta.org.uk/uploaddir/downloads/page_documents/research/wtrs_whiteboards.pdf
Brown, M. (n.d.). Learning and Technology : In That Order. EDUCAUSE. Retrieved May 2, 2010,
from
http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume44/
LearningandTechnologyInThatOrd/174198
Marzano, R. J. (n.d.). Educational Leadership:Multiple Measures:Teaching with Interactive
Whiteboards. ASCD Home. Retrieved May 2, 2010, from
http://www.ascd.org/publications/educational_leadership/nov09/vol67/num03/Teachi
ng_with_Interactive_Whiteboards.aspx
APPENDECIES
APPENDIX A
LITERATURE MATRIX
Area of Focus
Elementary students lack focus during reading and language arts textbook lessons.
Research Question
 Will the use of interactive whiteboards increase student focus during language arts?
 Will the use of interactive whiteboards increase student achievement in language arts?
 Will the use of interactive whiteboards and additional technologies improve the learning
environment for elementary aged students?
Author(s)
Marzano
Brown
Becta
Cogill
Manzo
Kollie
Year
2009
2009
2003
2002
2010
2008
Variables Considered in the Study
Student
Achievement
√
√
√
√
√
√
Student
Engagement
√
√
√
Using Additional
Technologies
√
√
√
Different Types
of Learners
√
√
√
√
√
Teacher Use of
Technology
√
√
√
√
APPENDIX B
TRIANGULATION MATRIX
Area of Focus
Elementary students lack focus during reading and language arts textbook lessons.
Research Question
 Will the use of interactive whiteboards increase student focus during language arts?
 Will the use of interactive whiteboards increase student achievement in language arts?
 Will the use of interactive whiteboards and additional technologies improve the learning
environment for students?
Research Questions
Data Source
2
3
Active Participant
Observations
Passive Observations
Videotaped Lessons
Student achievement?
Standardized Test Scores
Teacher-Made Tests
School-Generated Report
Cards
Learning environment?
Student Survey
Rating Scales
Student Interviews
1
Student focus?
APPENDIX C
DATA ANALYSIS MATRIX
Area of Focus
Elementary students lack focus during reading and language arts textbook lessons.
Research Question
 Will the use of interactive whiteboards increase student focus during language arts?
 Will the use of interactive whiteboards increase student achievement in language arts?
 Will the use of interactive whiteboards and additional technologies improve the learning
environment for students?
Data Collection Technique
1
Data Analysis Strategy
2
3
Observations will be
linked to information
gained from the student
survey to look for
discrepancies.
Passive Participant
Observes Student Focus
Before and After Use of
Technology
Time samplings will be
taken of student
involvement throughout
the lesson.
Observations will be used
to see if students are
focused during times with
and without technology
use.
Standardized Test Scores
Assessed to Determine if
Student Achievement has
Improved
Standardized test scores
will be viewed before and
after using technology
during lessons.
Differences will be
compared to see what
areas have improved
through technology use.
Students Surveyed to
Determine if Learning
Environment has
Improved
Surveys will be given to
students before and after
using technology during
lessons.
Average scores on the
Likert scales on the
surveys will be assessed to
see if improvement has
been made.
*Standardized Test Scores will not be state testing scores.
Short answer portions of
the surveys will be
compared.
APPENDIX D
STUDENT SURVEY
The same survey will be given to students before and after using the interactive whiteboard for reading lessons.
READING LESSON SURVEY
Decide how you feel about each statement. Please circle a thumbs up if you agree, a thumbs down if you disagree,
or the confused face if you don’t know.
Statement
I pay attention during reading lessons.
Your Rating
I think that reading lessons are fun and
exciting.
I enjoy learning different reading skills.
Reading is one of my favorite subjects during
the day.
If you gave a thumbs down to any of the statements, what do you think would help to improve
the reading lessons?