Cookies

We use cookies to ensure that we give you the best experience on our website. By continuing to browse this repository, you give consent for essential cookies to be used. You can read more about our Privacy and Cookie Policy.


Durham Research Online
You are in:

Systematic review of the studies examining the impact of the interactive whiteboard on teaching and learning : what we do learn and what we do not.

Kyriakou, A. and Higgins, S. (2016) 'Systematic review of the studies examining the impact of the interactive whiteboard on teaching and learning : what we do learn and what we do not.', Preschool and primary education., 4 (2). pp. 254-275.

Abstract

This systematic review focuses on the impact of Interactive Whiteboards (IWBs) on teaching and learning. Learning is interpreted through a Vygotskian constructivist lens, emphasizing quality through dialogic interaction. Classroom interactions and achievement in standardized tests are considered formative and summative assessment tools, respectively. Thus, our aim was to investigate whether the IWB technology had any effect on teaching and learning, reflected in standardized forms of testing or in-classroom quality measures. An online search through Proquest and FirstSearch resulted in sixteen studies of diverse methodologies. Qualitative synthesis of quantitative data indicated that IWBs have not raised the levels of pupils’ achievement and do not necessarily impact the quality of classroom learning. More longitudinal studies should focus on particular subjects taught, the age of pupils and particular type(s) of use. Overall, quality teaching is an important condition for improved learning, which does not necessarily result from IWB use. However, there is a general consensus across all studies that learning can be facilitated and improved through the use of IWB. Synchronizing theory with technological applications seems to be key in answering such assumptions positively. More importantly, concerns are raised regarding the unfolded relation between achievement and classroom interaction.

Item Type:Article
Full text:(VoR) Version of Record
First Live Deposit - 01 December 2016
Available under License - Creative Commons Attribution Non-commercial Share Alike.
Download PDF
(322Kb)
Full text:(AM) Accepted Manuscript
First Live Deposit - 01 December 2016
Download PDF
(382Kb)
Status:Peer-reviewed
Publisher Web site:https://doi.org/10.12681/ppej.9873
Publisher statement:This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Record Created:01 Dec 2016 15:28
Last Modified:03 Feb 2017 16:47

Social bookmarking: del.icio.usConnoteaBibSonomyCiteULikeFacebookTwitterExport: EndNote, Zotero | BibTex
Look up in GoogleScholar | Find in a UK Library