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.; Higgins, S.

doi:10.12681/ppej.9873

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.; Higgins, S.

Authors

A. Kyriakou

Professor Steven Higgins s.e.higgins@durham.ac.uk
Professor

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.

Citation

Kyriakou, A., & 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. Proscholikī & Scholikī Ekpaideusī Προσχολική & Σχολική Εκπαίδευση (on line) (on line), 4(2), 254-275. https://doi.org/10.12681/ppej.9873

Journal Article Type	Article
Acceptance Date	Nov 5, 2016
Online Publication Date	Nov 17, 2016
Publication Date	Nov 17, 2016
Deposit Date	Nov 30, 2016
Publicly Available Date	Dec 1, 2016
Journal	Preschool and primary education
Publisher	University of Crete, Department of Preschool Education
Peer Reviewed	Peer Reviewed
Volume	4
Issue	2
Pages	254-275
DOI	https://doi.org/10.12681/ppej.9873