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The Effects of Interactive Whiteboard Technology in Community College Developmental Math Instruction Jonathan Wong University of Hawaii at Manoa About the Presenter Jonathan K. Wong Technology Coordinator, Honolulu Community College…
May, 12th 2011 Reads:
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24 Tags: developmental math, tcc2010, interactive whiteboards
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The Effects of Interactive Whiteboard Technology in Community College Developmental Math Instruction Jonathan Wong University of Hawaii at Manoa About the Presenter Technology Coordinator, Honolulu Community College M.Ed Educational Technology Candidate, University of Hawaii at M?noa About the Presentation Math Education Challenge at the Community Colleges The Action Research Study Design The Action Research Study Results Conclusions and Recommendations IWBs and You? I ’ve never heard of the IWB I ’ve h eard of or seen the IWB but have not used one before I use the IWB in my classroom What Brings You Here? Curious about IWBs in general Curious about IWBs in math education Curious about IWBs in community colleges Curious about IWBs in math education at the community college level IWBs IWBs Interactive display screen connected to a computer and projector which displays your computer screen Allows for annotation of computer display Allows for unlimited writing space Allows for integration of learning objects and digital manipulatives Allows for lecture files to be saved and posted or recorded The Problem Developmental math = High School Algebra equivalent courses Poor retention rates in developmental math -- only 30% will pass and move to the next level Math is a “gatekeeper” to all majors Low enrollment in 2nd year courses The Intervention Implementation of Interactive White Boards in the math curriculum Literature on IWB, based on K-12 studies, show increased student engagement Multimedia format appropriate for digital natives Immersive learning objects for student-centered, higher-level learning The Study 5 pilot sections of Math 25 taught by 3 instructors in the Spring 2010 semester Demographic/attitudinal survey Classroom attendance data Classroom Observations Counting the frequency of engaged and non-engaged behaviors Replying to teachers questions Carrying side conversations Attitudinal Survey Did the IWB usage allow you to understand the course material better? Did the IWB usage make the material more interesting? Did the IWB usage make you more interested in listening to the presentation? Attitudinal Survey (cont.) Did the IWB usage allow you to interact with the material more? Did the IWB usage allow you to learn math better? Free response section on how the IWB helped their learning Faculty Focus Group How has the IWB helped to improve your teaching How have you incorporated the IWB? What specific tools do you use? Has there been a noticeable change in student engagement and performance? Classroom Attendance Data Percentage rate of attendance for Math 25 classes in previous terms starting from Spring 2008 (pre-IWB) Percentage rate of attendance in the Spring 2010 semester from beginning of term through mid-March 2010 (post-IWB) Results: Classroom Observation Instructor’s used the IWB more as a projection medium IWB had some effect on student engagement. Students would ask instructor to recall a previous example Teaching style was the biggest determinant of student engagement Instructor breaking up lectures with sample problems and walking around room It’s the teacher, not the tool Results: Attitudinal Survey Did the IWB usage allow you to understand the course material better? Did the IWB usage make the material more interesting? Did the IWB usage make you more interested in listening to the presentation? Did the IWB usage allow you to interact with the material more? Did the IWB usage allow you to learn math better? Results: Attitudinal Survey Free-Response Made notes easier to read “ It helps me pay attention because the numbers are bigger.” Use of highlighting notes made it easier to follow the problem solving process “ I think that the ability to highlight helps a lot because it helps me to be able to quickly spot key points in the lesson.” Ability to recall previous notes enhanced learning and clarification “ You can go back and check something in case you don’t understand something.” Results: Attitudinal Survey Free-Response (cont). Great for visual learners “ I’m a visual learner, so seeing the problems helped me.” Get through material faster “ I feel we as a class finish more material throughout the day because it’s more useful than the chalkboard.” “ The instructor’s way of teaching helps me learn a lot better. Not the whiteboard.” Results: Faculty Focus Group Feedback Related to Engagement Use of different color inks makes it easy to highlight key points Student’s always ask to “go back to previous example” Feedback Not-Related to Engagement Timesaver, no need to write out examples or notes, can cover more material and provide more 1-on-1 assistance More training needed; not enough time to master the IWB beyond the basic tools Feedback related to Student Performance No real effect on grades as students still do not do or turn in homework Results: Classroom Attendance Conclusion There is an increase in student engagement through the use of the IWB over courses that do not use it Clearer explanation of concepts Ability to recall previous examples and notes The IWB is just a tool, it is the instructor’s teaching style and usage of various engagement techniques that really impact student engagement More faculty training is needed to show best practices in incorporating the IWB further to create more immersive learning Recommendations Conduct additional faculty development on how to incorporate the IWB into instruction beyond just being a projection tool Repeat study and measure academic performance as well as engagement Questions
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