Running head: INTERACTIVE WHITEBOARDS ENHANCING LEARNING

Interactive Whiteboards Enhancing Learning in Mathematics for Elementary Students

Maria Dieguez
University of Maryland, University College
EDTC 625
April 16, 2013

INTERACTIVE WHITEBOARDS

2
ABSTRACT

This paper discusses how interactive whiteboards (IWBs) help enhance learning in elementary
students in the content area of mathematics. There are many benefits with using interactive
whiteboards in the classroom, such as it being engaging and motivating for the students. It
provides hands on experiences in all subject areas, especially in mathematics. Interactive white
boards are useful for all types of learners and can provide accommodations for students. They
provide teachers with the opportunity to create hands on, student-directed lessons, where they are
in control of their learning. Interactive whiteboards allow teachers to be creative with their
lesson planning and helps the teacher to reach each students needs by using one piece of
hardware. Of course with any form of technology, there come concerns. Some concerns that
people may have are teachers not having adequate training to use an interactive whiteboard,
technical problems, and regular maintenance to keep the interactive whiteboard fully
functioning. Overall, interactive whiteboards do enhance student learning in mathematics.

INTERACTIVE WHITEBOARDS

Interactive Whiteboards Enhancing Learning in Mathematics for Elementary Students

INTRODUCTION
Interactive whiteboards can help to enhance learning in mathematics for elementary students.
These interactive whiteboards can be used in all subject areas, especially mathematics in
elementary classrooms for instruction, as well as assessment. An interactive whiteboards
versatility and functionality with multiple applications make them an appealing addition to the
classroom, as they present more opportunities for educators to design and conduct various forms
of lessons and assessments (Kaufman, 2009, p. 24). Interactive whiteboards also provide
accommodations and support all types of learning styles. Teachers can benefit from the use of
interactive whiteboards to help them with instruction. There are some concerns that come along
with the use of interactive whiteboards.

BENEFITS
Motivation
Interactive whiteboards keep students motivated on the academic content. It keeps them
engaged and focused on the topic. Many students are interested in different forms of technology
and getting the opportunity to use them. Once students are able to interact with a form of
technology, it holds their attention for them to continue to use that technology effectively.
Preston and Mowbray (2008) stated Kindergarten children have a short attention span and need
to be kept actively involved to promote learning. The collaborative nature of using the SMART
Board in the learning environment, where the teacher and students are grouped in front of the
board engaging in an activity is highly effective for whole group instruction, active discussion

INTERACTIVE WHITEBOARDS

and questioning (p. 51). The more interactive an activity is on the whiteboard, the more
information the students will retain because they are constantly engaged in the task at hand.
The use of interactive whiteboards in the classroom is an effective way to deliver
academic material to all students. Jang and Tasi (2012) discussed how most elementary school
teachers who have used or are currently using IWBs agree that use IWBs allow them to get
students attention and helps students concentrate (p. 1459). When students are engaged in the
lesson, they are able to learn. Sad and Ozhan (2012) identified that in a study that was
conducted, more results were found that motivation led to increased student participation and
interaction (p. 1188). Hall and Higgins (2005) discussed how interactive whiteboards can make
learning more fun and exciting with engaging games. Games are a great way to engage students
and get participation from them. Students are interested in playing games and if the game is
engaging, the students will not even realize that they are doing work. This can also help teachers
who may not get participation from some students just by asking questions. It is another form of
checking for understanding.

Student Learning
Interactive whiteboards can also help students of all different types of learning styles.
The use of an interactive whiteboard provides teachers an opportunity to adapt their lessons
based on their students learning styles. Interactive whiteboards support several different
learning styles visual-spatial, auditory and kinesthetic (Preston and Mowbray, 2008, p. 51).
Teachers can create lessons using interactive whiteboards that meet their students needs to help
them achieve specific learning objectives. Lessons can contain visual cues for the visual learner,
audio clips for the auditory learner, and hands-on experiences for the kinesthetic learner. The

INTERACTIVE WHITEBOARDS

interactive whiteboards are big enough where it will display a larger image of what is on the
computer for all students to see. If a teacher uses an interactive whiteboard effectively, they will
meet the needs for all learning styles, which will meet the needs of all their students.
Yudt and Columba (2012) also stated that interactive whiteboards positively impact
students with discreet learning styles and have the ability to make content more accessible to
learners with varying educational needs (p. 20). Educators should be considering ways to meet
the needs of all their students, and with the use of an interactive whiteboard, it provides them
with an experience that brings all the students together where they can all feel successful.
Interactive whiteboards can also be used for assessment. There is no pencil and paper
assessment that needs to be done; instead, there are interactive activities that enable child to
show their understanding of concepts and recall of experimental procedures without the need for
highly developed reading and writing skills (Preston and Mowbray, 2008, p. 52). This form of
assessment is very fitting for elementary students because they are beginning to learn to read and
write, so auditory, visual, and kinesthetic assessments will benefit the students with test taking.
Teachers can get a better idea of what their students are capable of doing because they are
demonstrating their knowledge through the use of the interactive whiteboard.
Winzenried, Dalgarno, and Tinkler (2010) identified one kindergarten teacher who felt
that the most important benefit of the IWB (interactive whiteboard) for students of this age was
the ability to supplement text material with pictures to scaffold the weaker readers through
activities focusing on certain reading and writing concepts (p. 544). This is one way a
kindergarten teacher used the interactive whiteboard as an assessment. Elementary school
teachers can use technology to meet the needs of all their students and for all subject areas. This

INTERACTIVE WHITEBOARDS

is one way we can assess our students to have them demonstrate what they have learned through
hands-on experiences as opposed to pencil and paper assessments.

Accommodations
Interactive whiteboards can provide accommodations to students who speak English as a
second language or students who have disabilities. Lopez (2009) conducted a study that
suggested that the Digital Learning Classroom increased student achievement for ELL (English
Language Learners) students compared to ELL students in a traditional classroom (p. 910).
This study demonstrates that ELL students benefited from the use of an interactive whiteboard
for mathematics and reading. Interactive whiteboards provide elementary students with the
opportunity to best demonstrate their skills using interactive technology. Since some ELL
students do not have much English to demonstrate their understanding of objectives, they can use
activities created on the interactive whiteboard to illustrate their understanding. ELL students
benefit from visual cues, which can be used on the interactive whiteboard.
Teachers can provide many accommodations to their students based on each students
specific needs. Students with disabilities can also benefit from the use of an interactive
whiteboard. Schweder and Wissick (2008) determined that interactive whiteboards make
accommodations and modifications for students with cognitive disabilities easier (p. 54). The
more opportunities teachers provide for their students to achieve using a variety of different
methods, the easier it will be for all students to master learning objectives. Interactive
whiteboards can provide students with disabilities with experiences where they can participate in
activities created by the teacher and be in control of their learning.

INTERACTIVE WHITEBOARDS

Interactive whiteboards also use a feature that can record information that can be played
for future instruction. Yudt and Columba (2012) discussed how the interactive whiteboard
allows for teachers to record important points and post the key comments which students can
review at a later time. This option provides much-needed opportunities for repetition for English
language learners (p. 18). Schweder and Wissick (2008) also discussed the importance of
recording using the interactive whiteboard. Schweder and Wissick stated when students-whit
and without documented disabilities-encountered difficulty solving a problem independently, the
teacher modeled the division process on the interactive whiteboard. The teachers use the
SMART Recorder (SMART Technologies, 2007) to create a video of the process as she worked
the problem. Being able to later retrieve the saved work created during the guided practice
section of the lesson allowed students to see multiple examples and review specific steps needed
for mastery (p. 55). This would be very useful in the elementary classrooms because students
will be able to understand what it is that they have to do. The recordings can help students who
are English language learners or students with disabilities. Interactive whiteboards would
provide support to all students with accommodations that would best fit their specific needs to
help them be successful in their academic careers.

Math Activities
There are many opportunities to include interactive whiteboards in math instruction.
They provide support for a variety of math topics. They can display photos, videos, and
interactive activities for the students to use throughout learning. Teachers are able to lead whole
group lessons using interactive whiteboards to provide rich instruction that includes the use of
technology. Schweder and Wissick (2008) provided an example of a second grade class that

INTERACTIVE WHITEBOARDS

conducted a survey as a whole group, and the teacher demonstrated how to enter the data on a
graphing program (p. 55). Students are able to sort and graph data that was collected
independently. Linder (2012) also discussed an example of how Kindergarten students were
creating a pictograph using the interactive whiteboard. The students were able to work together
as a class to answer a question that they were interested in finding the answer for. These
examples illustrate how interactive whiteboards can be used for collecting and graphing data.
Interactive whiteboards can also be used to identify place value. Linder (2012) describes
how a second grade teacher might bring up place value in the number representing the day on
the calendar where they can then manipulate the information on the interactive whiteboard to
show the information (p. 27). Another example that was given was of Pre-K students who
counted objects by sliding them from one side of the board to the other. This would be an
engaging activity for Pre-K students who would get the basic practice of how to use an
interactive whiteboard, but also practice the task of counting a set of objects. First grade students
also demonstrated ways to use the interactive whiteboard with counting a set of coins to illustrate
a certain amount. (Linder, 2012). Since students are motivated by this form of technology, they
are more likely to use it and maintain focus on the task at hand.
Yudt and Columba (2012) discussed mathematics students especially those who
experience difficulty in visualizing mathematical properties such as geometry, benefit from
seeing the manipulations on the interactive whiteboard (p. 20). Schweder and Wissick (2008)
also discussed how an interactive whiteboard enabled the teacher to draw on the shape using
different colored fonts to demonstrate how to count sides, corners, and lines of symmetry
using animation, each shape was folded to show students each line of symmetry (p. 57).
Interactive whiteboards provide students and teachers with the ability to manipulate the

INTERACTIVE WHITEBOARDS

information displayed on the board to help them learn. Sad and Ozhan (2012) also discussed
how interactive whiteboards provide a better visual presentation (e.g. accurate geometrical
shapes or illustrations in different colors (p. 1189). Interactive whiteboards can provide many
opportunities for students to experience math topics through this form of technology. It will keep
the students engaged and provide them with more opportunities to be successful in these math
concepts.
Overall, interactive whiteboards will help students to be in control of their learning. Yudt
and Columba (2012) stated how instruction with interactive whiteboards shifts from a more
traditional lecture-based approach to a student-centered environment (p. 19). This is important
to do so students can be involved in their own learning, which will keep them engaged and want
to succeed. Students will retain the information more if they are completing activities on their
own manipulating the information and controlling a lesson that was created by the teacher.

Teacher Learning
Teachers are also motivated to use interactive whiteboards. Nothcote, Midenhall,
Marshall, & Swan (2010) discussed a study that was conducted where the participants
[educators] in this study group were very enthusiastic about the use of IWBs, especially if this
enthusiasm was also demonstrated by their students (p. 504). Knowing that the students are
interested in this form of technology will help motivate a teacher to continue to use it when
planning lessons. By using interactive whiteboards in the classroom, it will give teachers more
flexibility with how they present the math concepts.
Teachers can also collaborate with colleagues to create lessons that require the use of
interactive whiteboards that meet the needs of their students. Kaufman (2009) states that

INTERACTIVE WHITEBOARDS

10

revising and sharing lesson plans that integrate the use of the interactive whiteboard is more
likely to occur as educators realize the efficiency such a technology can offer (p. 26). Teachers
will collaborate with their colleagues to make sure their lessons are effective, so they will feel
more comfortable when leading technology based lessons using the interactive whiteboards.
Kaufman (2009) also stated that teachers who created more structured lesson often
incorporating various board features tended to keep students on-task and maintaining interest
(p. 26). Interactive whiteboards will help guide teachers to the best way to instruct a topic that
will guide students to the objective that they should be mastering. Torff and Tirotta (2010) stated
teachers who strongly supported using the IWB (and likely used the technology well) produced
larger motivational effects in their students (p. 383). When teachers provide their students with
the proper instruction that used the interactive whiteboard, the students will succeed and
demonstrate their understanding of the objective.

CONCERNS
Experience
There are some concerns that come along with the use of interactive whiteboards in the
classrooms. Kaufman (2009) stated how some teachers may be uncomfortable or lack basic
technology skills, the interactive whiteboard can be a hindrance to their teaching and classroom
management (p. 26). Teachers may not have the experience with using any form of technology
so using an interactive whiteboard may be a challenge. The teachers may not use the board at all
because they have not taken the time to try it out. Kaufman (2009) also stated there is an initial
period of excitement that quickly disappear unless both policymakers and educators invest in
professional development so users are technologically and pedagogically proficient so that

INTERACTIVE WHITEBOARDS

11

learning and teaching goals are more likely to be achieved (p. 26). This is another concern
where teachers may be excited at first and use the boards and then the excitement would
diminish and the boards would not be used to its fullest potential. Teachers could attend
professional development trainings on how to use interactive whiteboards effectively. Once
teachers are trained, they will be more confident in using the boards to enhance their instruction.
Also, if teachers are collaborating with one another, they will become more comfortable in using
interactive whiteboards for their instruction.

Technical Problems
Interactive whiteboards can experience technical problems like any form of technology.
If this becomes a regular thing, students and teachers will begin to lose interest in the use
because it will not be dependable. Hall and Higgins (2005) stated something that students do
not like is technical problems (DfES/National Grid for Learning, NGfL 2002) which from their
perspective cause disruption, delay, and frustration (p. 107). Some technical problems may be
simple fixes while others may take time to repair; however, if it continues to happen, students
and educators will not want to use interactive whiteboards.

Maintenance
Maintenance is another concern that comes along with the use of interactive whiteboards.
Staffing is needed to provide support to educators who use interactive whiteboards and funding
is needed to keep up with the regular maintenance. Torff and Tirotta (2010) stated that
maintaining an interactive whiteboard is ongoing allocation of financial and human resources
(e.g., funds to purchase, install, and maintain the IWBs and ongoing efforts to train staff to use

INTERACTIVE WHITEBOARDS

12

them (p. 383). This is a concern because schools may not have sufficient funds to perform
regular maintenance or staffing necessary to use interactive whiteboards effectively.

CONCLUSION
The benefits of interactive whiteboards to enhance learning in elementary students for
instruction in mathematics outweigh the concerns. Interactive whiteboards motivate students,
support different learning styles, help provide accommodations, guide students through
instruction, and aide in assessment of what they have learned. All of these benefits of the use of
interactive whiteboards provide students with the necessary tools they need to succeed. Teachers
also benefit from the use of interactive whiteboards. Provided with the proper training, teachers
would be able to use interactive whiteboards to their fullest potential, which will help provide the
best instruction for their students to succeed.

INTERACTIVE WHITEBOARDS

13
References

Hall, I. & Higgins, S. (2005). Primary school students perceptions of interactive whiteboards.
Journal of Computer Assisted Learning, 21(2), 102-117. doi: 10.1111/j.13652729.2005.00118.x
Jang, S-J. & Tsai, M-F. (2012). Reasons for using or not using interactive whiteboards:
Perspectives of Taiwanese elementary mathematics and science teachers. Australasian
Journal of Education l Technology, 28(8), 1451-1465.
Kaufman, D. S. (2009). How does the use of interactive whiteboards affect teaching and
learning? Distance Learning, 6(2), 23-33.
Linder, S. M. (2012). Interactive whiteboards in early childhood mathematics: Strategies for
effective implementation in Pre-K-Grade 3. Technology and Young Children, 67(3), 2635.
Lopez, O. S. (2010). The digital learning classroom: Improving English language learners'
academic success in mathematics and reading using interactive whiteboard technology.
Computers & Education, 54(4), 901-915. doi: 10.1016/j.compedu.2009.09.019
Northcote, M., Mildenhall, P., Marshall, L., & Swan, P. (2010). Interactive whiteboards:
Interactive or just whiteboards? Australasian Journal of Educational Technology, 26(4),
494-510.
Preston, C., & Mowbray, L. (2008). Use of SMART boards for teaching, learning and assessment
in kindergarten science. Teaching Science: The Journal of the Australian Science
Teachers Association, 54(2), 50-53.

INTERACTIVE WHITEBOARDS

14

Sad, S. N. & Ozhan, U. (2012). Honeymoon with IWMs: A qualitative insight in primary
students views on instruction with interactive whiteboard. Computers & Education,
59(4), 1184-1191. doi: 10.1016/j.compedu.2012.05.010
Schweder, W., Wissick, C. A., & Mounce, A. B. (2008). Teaching content with interactive white
boards. Journal of Special Education Technology, 23(1), 54-58.
Torff, B. & Tirotta, R. (2010). Interactive whiteboards produce small gains in elementary
students self-reported motivation in mathematics. Computers & Education, 54(2), 379383. doi: 10.1016/j.compedu.2009.08.019
Winzenried, A., Dalgarno, B., & Tinkler, J. (2010). The interactive whiteboard: A transitional
technology supporting diverse teaching practices. Australasian Journal of Educational
Technology, 26(4), 534-552.
Yudt, K. & Columba, L. (2012). Interactive whiteboards: A tool for enhancing teaching and
learning. Journal of Technology Integration in the Classroom, 3(2), 17-22.