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The Effect of Interactive Whiteboards on Kindergarten Students’ Learning: Findings from Two Case Studies
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, , , , Northwestern State University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Interactive whiteboards (IWBs) are rapidly becoming the most used technology in today’s classroom. IWBs can support three modalities of learning such as visual, auditory, and tactile and also allow teachers and students to manipulate objects on the board, move them around, or resize by using the pad of a finger. Due to its’ highly interactive feature, many studies have suggested the IWB as a motivational tool to enhance students’ attention to be actively involved in the lessons. The purpose of this paper is to present findings of two empirical studies examining the effect of IWB on kindergarten students learning especially in mathematics and literacy.

Citation

Park, S., Kim, K., Everson, J. & Mushegan, A. (2011). The Effect of Interactive Whiteboards on Kindergarten Students’ Learning: Findings from Two Case Studies. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1630-1633). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2019 from .

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