The Effect of Interactive Whiteboards on the Reading Rates of English Language Learners: A Working Thesis

CHAPTER 1

Introduction

            It is not uncommon for English Language Learners (ELLs) to feel anxiety when attending a school where the spoken language is primarily English.  Anxiety may arise in different contexts for different students, but many tend to feel anxiety in academic settings because of language barriers.  Providing a strong foundation in core subjects can aid ELLs in feeling academic success, thus decreasing their anxiety. 

            The United States National Assessment of Educational Progress (NAEP) indicated that although there has been an increase in achievement scores in reading among ELLs, most students still score below basic (NAEP, 2013).

Third grade ELL SAT10 scores were studied at one elementary school on Guam for the school year 2012-2014.  The website Readyresults.net displays the SAT10 scores along and varying information including demographics of all participating schools on Guam.  The results indicated that of this elementary school’s third grade population of 73, 27 were ELLs.  Of those 27 ELLs, 74% ranked in the below basic percentiles on the total reading battery.  In comparison, 50% of the non-ELL population received below basic scores.

Literacy, the ability to read and write, is seen as a foundational skill in learning.  The elementary school in this study concentrated on raising reading scores for school year 2013-2014.  More time was allotted to teach the subject of reading.  Students were split into classes based on their reading ability.  The same holds true for school year 2014-2015.  Although the implementation of the Common Core State Standards caused a few changes to be made at this school, the time allotted for reading has stayed the same as well as the decision to group students based on ability level into reading classes.  The thought behind placing so much effort in improving upon reading scores was that improvement among the other subject areas would follow suit once reading skills are proficient.  The ability to comprehend text is usually the goal of a reading program.  In order to be able to comprehend text, students must first be able to read fluently.  A student can read fluently if the reading of the text is accurate, at the indicated rate, and expressive.  It creates a link between word recognitions and comprehension. Hudson, et al. (2005) states that strong understanding of the alphabetic principle, the ability to blend sounds together, and knowledge of a large bank of high-frequency words are required for word-reading accuracy. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has gained widespread use in the United States to measure early reading skills (Riedel, 2007).  The DIBELS test was used at the target school as a means to measure reading rate.  It will be used as the pretest and posttest of my study.

Within the past two years, the Guam Department of Education has issued out numerous amounts of individual laptops, interactive whiteboards, ELMOs, and other technological devices to assist teachers in educating students.  Interactive whiteboards are being integrated into many classrooms.  Early evidence suggests that IWBs can have a positive effect on teaching and learning.  However, this is hard to generalize seeing as though most of these cases are either anecdotal or case studies.  Existing studies often utilize methods such as focus groups, surveys, and interviews.  However, more is needed in terms of quantitative, large sample studies.

The aim of this research is to study the effects of the usage of interactive whiteboards and the internet on reading rate.

Statement of the Problem

            Performance disparities between ELLs and non-ELLs are well documented on national websites displaying student achievement on standardized tests.  It is documented that ELLs have a higher percentage rate of performing poorly on standardized tests.  Almost all of Guam’s public schools have such a diverse population that efforts into improving the implementation of lessons must be strengthened.  With the recent issuance of technological devices into Guam public schools such as laptops and interactive whiteboards, along with the installation of internet into most public schools, the effectiveness of these devices on student achievement are called into question.

Purpose of the Study

            The purpose of this study is to evaluate the effectiveness of interactive whiteboard and internet usage among English Language Learners in improving reading rate.

Significance of the Study

            While there are a few studies that have been done to examine the effectiveness of interactive whiteboards in increasing student achievement, there have been fewer amounts studying the effectiveness on English Language Learners.  There is no literature on the usage of the interactive whiteboard in schools on Guam, as well as the Asia Pacific region.

            Because interactive whiteboards are on its way in becoming a common device in classrooms on Guam, it is important to see its effectiveness in the classroom.

Definitions

Interactive Whiteboard: an interactive display screen that is connected to a computer and allows for viewing, input, and collaboration by multiple users.

DIBELS: The Dynamic Indicators of Basic Early Literacy Skills are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade

SIOP: The Sheltered Instruction Observation Protocol model: a research-based and validated instrumental model that has proven effective in addressing the academic needs of English learners throughout the United States. 

Reading fluency: encompasses the speed or rate of reading, as well as the ability to read materials with expression

CHAPTER 2

Literature Review

Reading Fluency

            Teaching students to be literate is a high educational priority in the United States, but it is also considered one of education’s biggest challenges.  Becoming a proficient reading is already a daunting task but is much more difficult when English is the second language of the individual (Ybarra & Green, 2003). One of the main challenges that schools in the United States face today in educating English Language Learners is developing their academic literacy (Warschauer, et.al., 2004).  Vaughn et.al., (2005) states that an indication of developing literacy skills is the ability to comprehend text.  Skills such as phonemic awareness, letter knowledge, and word recognition are essential in developing skills that will lead to better comprehension (Vaughn, et.al., 2005).

            Technical reports have documented statistically significant correlations between third-grade students’ scores on the DIBELS Oral Reading Fluency assessments and state-mandated assessments of reading (Riedel, 2007).  The DIBELS ORF will be used as the pre- and posttest in this study.

Lesson Plans

            I will incorporate the planning stages of modified guided reading lesson planning into my SIOP lesson plans.  Modified guided reading is a component of a balanced literacy program providing differentiated, small-group reading instruction (Avalos, et. al., 2007). Benefits include individualized instruction, the use of books at students’ reading levels, the opportunity to create and sustain meaning, the exposure to language that is content embedded, the structured format of a lesson, and the systematic evaluation of students’ progress (Avalos, et. al., 2007). Some researchers have determined that ELLs are not generally ready for English reading instruction until they are at the intermediate stage of English-language acquisition thus creating the need to modify lessons for ELLs (Avalos, et. al., 2007).  I will also be teaching phonics skills in my lessons.  Children may become more fluent readers with a systematic phonics foundation (Dodd & Carr, 2003). It is crucial to scaffold upon prior knowledge and differentiate instruction to strengthen these skills (Boyadzhyan, 2012).

Interactive Whiteboard and Internet Usage

           

Many studies have indicated that computer use in the classroom has had positive effects on the learning process (Hussain & Akhtar, 2010; Hwang, et.al. 2013; Lopez, 2010) in comparison to classes who used computers less or failed to use it at all.  Kim and Chang (2007) concluded that there was a significant difference of the effectiveness of computers in the classroom for overall students, but no significant statistical differences were found in regards to immigrant students using computers in the classroom.

            While some studies (Hussain & Akhtar, 2010) have suggested that the usage of IWB technology have had positive effects in the classroom (Digregorio & Sobel-Lojeski, 2010), but it is difficult to generalize this statement because most of the studies have been anecdotal, or based on case studies.

            IWB technology, now being touch-screen devices, are more efficient than ever if teachers use it to its full capacity (Hwang, 2013).  Manipulators of the whiteboard have a variety of resources to make the board interactive, especially when the inclusion of Internet resources is added (Hwang et.al, 2013).

The use of IWBs has been reported as ranging from teacher centered, or presentational, to methods which are more student centered, interactive and collaborative (Northcote, et.al., 2010). Teachers are seen as critical agents in digital learning classrooms that utilize IWB technology.  Because many schools are calling for teachers to create lessons which are student-centered, teachers should act as facilitators of learning.  Glover and Miller (2001) state that IWBs may reinforce teacher-centered learning if participants fail to truly appreciate the interactivity of the device.  One challenge a teacher may come across when working with IWB technology is how to effectively manipulate the IWB without becoming too involved in the lesson and interfering with student productivity and interaction.  Four IWB teaching and learning factors- IWB supported Teaching, IWB Student Learning, Teacher Supported Learning, and Student Interactive Learning were found to be significantly associated with each other (Liang, Huang, & Tsai, 2012). Schmid (2006) adds that it is the negotiations between students and teacher regarding how IWB technology should be used ultimately leads to student achievement amongst ELLs.  One of the major challenges encountered with high-technology classrooms is utilizing these devices to aid in transitioning ELLs from learning to read to reading to learn (Warschauer, et.al., 2004).

            The case studies conducted by Armstrong, et al. (2005), demonstrate the importance of teachers having long-term sustained engagement with the IWB technology.  Experienced IWB users with access to IWBs on a daily basis were able to exploit more of the possibilities of IWB technology than were inexperienced users of the IWB who used it simply as an extension of a regular whiteboard and multimedia projector. As the teacher becomes more confident in using the IWB, so does the student (Beauchamp, 2004).  This finding demonstrates the dynamic of interaction factors in the classroom where IWB technologies are found.

            It is important that teachers have an enormous range of subject specific software and multimedia resources such as Flash, DVDs, video-conferencing, and the Internet (Armstrong, et.al, 2005; Hussain, 2010) because it improves the capability of the teaching process especially where technology is concerned.

            Common contextual factors also need to be taken into consideration because it helps explain the direct and indirect links between the IWB usage and student learning and achievement (Digregorio & Sobel-Lojeski, 2010).  These factors include: school culture, technical support, teacher training, teacher confidence, and time for teachers to prepare and practice lessons.  Wall, K., Higgins, S., & Smith, H. (2005) state in their study of metacognition that students described positive feelings toward the usage of the IWB because of its ability to motivate, aid concentration, and keep their attention. The usage of IWB technology, along with other technological devices, can provide scaffold for language development (Warschauer, et.al, 2004).

CHAPTER 3

Methodology

Subjects

            The subjects will be second and third grade students from one public elementary school on Guam.  They are of various ethnic backgrounds and reside in the same village on Guam.  Each subject has been identified as an English Language Learner through answers filled out on the Home Language Survey administered at the school site upon the student’s registration.  A total of 40 students will be participating.  The 40 students will be split up into two groups, with 20 students in each group.  One group will learn lessons through the use of the interactive whiteboard while the other group will use traditional methods to learn the concepts taught.

Design

A pretest-posttest design will be used for this study.  Two groups (English Language Learners and non-English Language Learners) will be compared and the degree of change occurring as a result of treatments will be measured.

Procedure

            Permission from the University of Guam Institutional Review Board, Guam Department of Education, the participating school principal, and parents/guardians of the participating subjects will need to be granted before I proceed with this study.

            A sample of 40 ELLs from the second and third grade levels at an elementary school on Guam will be participating in this study.  Students will be randomly selected to join one of two groups.  One group will receive instruction in reading strategies to improve reading rate through the use of the interactive whiteboard and internet, while the other group will receive instruction on the same content using traditional teaching methods.

            A pretest will be administered at the beginning of school year 2015-2016 to both groups.  The groups will be taught separately after school for two days consisting of a 45 minute lesson.  This will continue for about 8-10 weeks.  At the end of the lessons, a posttest will be administered. 

Data Analysis

            Measures of central tendency will be analyzed.  In addition, an independent samples t-test will be used to determine whether there is a statistically significant difference between the two groups.

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http://teacherslovesmartboards.com/wp-content/uploads/smartboards/files/article1.pdf

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Chen, H., Chiang, C., & Lin. W. (2013). Learning effects of interactive whiteboard pedagogy for

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Dhillon, J. & Wanjiru, J. (2013). Challenges and strategies for teachers and learners of English as

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Annotated Bibliography

Aytekin, I., Abanmy, F., Hussein, H. & Al Saadany, M. (2012). Saudi secondary school teachers’

attitudes towards using interactive whiteboard in classrooms.  TOJET: The Turkish Online Journal of Educational Technology, 11(3), 286-293. http://files.eric.ed.gov/fulltext/EJ989220.pdf

The aim of this research was to investigate the Saudi Secondary school Teachers’ Attitudes towards using IWB in the classrooms.  Results indicated that, although most teachers had positive attitudes about IWB technology, only a few used the IWB technology effectively in the classroom.  The results also indicated that the teachers need professional development for effectively using of IWB to help them in improving their teaching skills and student learning. It is also stated that students were consistent to other studies indicating that they had positive attitudes toward IWB technology if teachers use it properly. This article gives a decent amount of information in regards to teacher and student perceptions of IWB technology.

Armstrong, V., Barnes, S., Sutherland, R., Curran, S., Mills, S., &Thompson, I. (2005). 

     Collaborative research methodology for investigating teaching and learning: the use of interactive       whiteboard technology. Educational Review, 57(4), 457-469.        
      http://teacherslovesmartboards.com/wp-content/uploads/smartboards/files/article1.pdf

This paper discusses the results of a research project which aimed to capture, analyse and communicate the complex interactions between students, teachers, and technology that occur in the classroom.  Teachers and resesarchers used an innovative research design developed through the InterActive Education Project.  Video case studies were carried out in four classrooms, focusing on the use of the interactive whiteboard technology for teaching and learning.  The case studies illustrate that the introduction of the IWBs into the classrooms involves much more than the physical installation of the board and software.  Teachers are the critical agents in mediating the software, the integration of the software into the subject aims of the lesson and appropriate use of thje IWB to promore quality interactions and interactivity.

Avalos, M., Plasencia, A., Chavez, C., & Rascon, J. (2008). Modified guided reading: Gateway to
        English as a second language and literacy learning. The Reading Teacher, 61(4), 318-
        329.http://onlinelibrary.wiley.com/doi/10.1598/RT.61.4.4/epdf

Guided reading is discussed in this article.  Modified guided reading provides students with the understanding that reading is about creating and gaining meaning from text.  It is a component of a balanced literacy program providing differentiated, small-group reading instruction to four to six students with similar strengths and instructional needs.  It is recommended that these groups meet at least three to five times a week for 20 to 30 munites each session in order for students to make significant gains.  Benefits include individualized instruction, the use of books at students’ reading levels, the opportunity to create and sustain meaning, the exposure to language that is content embedded, the structured format of a lesson, and the systematic evaluation of students’ progress.  Some researchers have determined that ELLs are not generally ready for English reading instruction until they are at the intermediate stage of English-language acquisition thus creating the need to modify lessons for ELLs.  This resource will be valuable to my study because it gives reasons and examples of the content I should use when teaching my subjects.

Beauchamp, G. (2004). Teacher use of the interactive whiteboard in primary schools: towards
        an effective transition framework. Technology, Pedagogy and Education, 13(3), 327-
        348. http://www.tandfonline.com/doi/pdf/10.1080/14759390400200186

The aim of this study was to examine the Data collection was gathered using classroom observations over two days by a single researcher and semi-structured interviews.  An important finding that is mentioned in this study is that as a student’s confidence in the technology usage is stronger if the teacher’s confidence in the technology usage grows stronger.  Findings conclude that trainings to prepare teachers in the initial usage of IWB technology increase teacher confidence and support of the IWB.  This article can support my study in that it supports the idea of teacher training.

Chen, H., Chiang, C., & Lin. W. (2013). Learning effects of interactive whiteboard pedagogy for 
      students in Taiwan from the perspective of multiple intelligences. J. Educational Technology     
      Systems, 49(2), 173-187. http://baywood.metapress.com/app/home/contribution.asp?
      referrer=parent&backto=issue,3,7;journal,10,201;linkingpublicationresults

With the rapid progress in information technology, interactive whiteboards have become IT-integrated in teaching activities.  The theory of multiple intelligences argues that every person possesses multiple intelligences, emphasizing learners’ cognitive richness and the possible role of these differences in enchanted learning.  This study is the first to investigate of 4^th-grade science students in Taiwan from the perspective of multiple intelligences.  The results of this study indicated that the learning achievement of the students taught using interactive whiteboards was greater than that of the students taught using lectures.  Among the students in the experimental group using interactive whiteboards, the learning achievement of the students with weaker logical-mathematical intelligence was higher than that of those with strong logical-mathematical intelligence.  It can be inferred that the interactive whiteboard achieved good learning effects even for the students with weak logical-mathematical intelligence.

Dhillon, J. & Wanjiru, J. (2013). Challenges and strategies for teachers and learners of English as a

second language: The case of an urban primary school in Kenya. International Journal of     
English Linguistics, 3(2). http://www.ccsenet.org/journal/index.php/ijel/article/view/25954

English serves as a language of instruction in schools and is taught from the onset of schooling, making the language a significant factor in academic achievement and social mobility.  This article draws on a case study conducted in an urban multilingual primary school in Kenya and focuses on the challenges and strategies for teaching and learning English as a second language (ESL) in primary schools.  The findings are based on evidence gathered from teachers, through questionnaires and semi-constructed interviews, and from pupils, through learner diaries.  The study shows how school-based research can give teachers and learners a voice in the development of successful language teaching and learning strategies for complex and challenging multilingual environments.

Digregorio, P. & Sobel-Lojeski K. (2010). The effects of interactive whiteboards (IWBs) on student

performance and learning: A literature review. J. Educational Technology Systems, 32, 255-
312. http://andyrunyan.pbworks.com/w/file/fetch/56256963/The%20Effects%20of%20Interac
tive%20Whiteboards%20on%20Student%20Performance.pdf

The authors gather a variety of resources for a literature review because although they have found many studies supporting Interactive Whiteboard Technology (IWBT) increasing student motivation, they needed more information on how it affected student academic achievement. The author’s research focuses on: describing the functions of IWBT; explaining contextual factors such as school culture, teacher training, time and teacher confidence, technical support, and other contextual factors; analyzing the effects of IWBT such as how it affects student perception, motivation, attention, behavior, levels of interaction, learning, pedagogy, and achievement; and discussing an IWB framework model.

The limitation of this article is that it focuses more on the findings of other sources of research and does not conduct a research study on its own. This will be useful to my research because it lists many resources in which I can study to find more information for my review of literature.

Glover, D. & Miller, D. (2001). Running with technology: the pedagogic impact of large-scale 
       introduction of interactive whiteboards in one secondary school. Journal of Information 
       Technology for Teacher Education, 10(3), 257-278. 
       http://www.tandfonline.com/doi/pdf/10.1080/14759390100200115

This article reports on the impact on teaching of the introduction of interactive whiteboard technology into one secondary comprehensive school.  It uses research evidence from a whole-staff questionnaire and in-depth structured interviews with one third of the staff.  It outlines the views of both staff and students and describes the use, learning and teaching implications, problems and potential of the technology.  Findings are related to typologies- that of use as an aid to efficiency, extension or transformation in teaching, and that of teacher attitudes as missioners, tentatives, or Luddites.  It concludes that problems with use and limited impact on learning and teaching are more likely to occur where teachers fail to appreciate that interactivity requires a new approach to pedagogy.  Training and personal development involving coaching and mutually reflective activity is of the greatest help to staff.

Hussain, M., Iqbal, M., & Akhtar, M. (2010). Technology based learning environment and student

achievement in English as a foreign language in Pakistan. World Academy of Science, Engineering, and Technology, 4, 1127-1131. http://www.waset.org/publications/7757

In this article, the author wants to examine the effectiveness of technology based learning environment on student achievement in English as a foreign language.  90 students of 10^th grade of a public school in Islamabad were sampled in this study. The focus of the study was to determine the effectiveness of technology based learning environment in which instructions are imparted through Information and Communication Technologies (ICTs) and its impact on student achievement in English language. Results in pretests indicate that there was no significant difference between the achievement scores of the control group and the experimental group.  When comparing the results in the post-test, it was clear that the students performed better when taught in technology based learning environments.  It helped students develop the abilities of knowledge, comprehension and application as the items of achievement tests were based on these measures.  Both the high achievers and the low achievers.  Recommendations for further strategies include: (1) create computer laboratories with internet, networking, and other facilities of technology to improve the capability of the teaching process; (2) ICTs may be introduced to various schools and colleges; (3) Introduce online libraries; and (4) Technology may also be utilized more by slow learners or learners with disabilities.

Hwang, G., Wu, C., & Kuo F. (2013). Effects of touch technology-based concept mapping on 
           students' learning attitudes and perceptions. Educational Technology & Society 16(3), 274-
           285. http://www.ifets.info/journals/16_3/21.pdf

It is important to use different strategies when teaching students, especially among English language learners.  This study analyzes the use of concept maps and the advancements in computerized technologies.  The research investigates the effects of two different touch technology-based concept mapping interaction modes on students’ learning achievements and learning attitudes in a natural science course.  One experimental group used IWB technology while another group used a touchscreen-based concept mapping approach.  The findings of this research indicate that the learning attitudes of those students who used the touch technology-based equipment were more positive about the lesson than those students who used traditional paper and pencil modes.

Isman, A., Abanmy, F., Hussein, H. & Al Saadany, M. (2012). Saudi secondary school teachers’

            attitudes towards using interactive whiteboard in classrooms.  TOJET: The Turkish Online      

            Journal of Educational Technology, 11(3), 286-293. 
        http://files.eric.ed.gov/fulltext/EJ989220.pdf

The aims of this research were investigating secondary school teachers attitudes towards using interactive whiteboards in classrooms, and how well each teacher thought they were at using the technology.  An online questionnaire was sent to most secondary schools in an Arab city who used the interactive whiteboard in their classrooms.  Of 300 acceptance responses, 100 secondary school teachers were chosen as the research sample.  The instruments were used: (1) the Interactive Whiteboard Survey and The Computer Attitude Questionnaire; (2) observation skill cards; and (3) structured interviews to identify the benefits of using interactive whiteboards in classrooms from the viewpoint of secondary school students.  Results supported the effectiveness of using the interactive whiteboard in developing the learners’ skills, motivations, perceptions, attitudes, attention, behavior, level of interaction, learning, pedagogy, and enriching the environment within the learning communities.  The results also indicated the secondary school teachers need professional development programs in the usage of the interactive whiteboard to help them improve their teaching skills.  Lastly, the results supported the theory that students will have a positive attitude towards the usage of the interactive whiteboard if the teachers use it in an effective and engaging way. This article gives a decent amount of information in regards to teacher and student perceptions of IWB technology.

Kim, S. & Chang, M. (2007). The differential effects of computer use on academic performance of

students from immigrant and gender groups: Implications on multimedia enabled education. Multimedia Workshops. http://ieeexplore.ieee.org/xpl/login.jsp?tp=&arnumber=4476015&url=http%3A%2F%2Fieeexplore.ieee.org%2Fxpls%2Fabs_all.jsp%3Farnumber%3D4476015

This article examines the effects of computer use in diverse learner settings on the math performance of students from immigrant and gender groups.  Because multimedia appeals to individual learning styles, the aim of this study was to find out if the concept of learner control was applied in order to link computer use to academic outcomes.  This study found a significant effect of computer use in diverse contexts and its differential effects for immigrant and gender groups.  Computer usage had significantly positive effects on achievement for overall students although the same effect was not significant for immigrant students. What is interesting in this article was that the effect of computer use was significantly lower for female students than males.

Lacina, J. (2009). Technology in the classroom interactive whiteboards: Creating higher-level,

technological thinkers. Childhood Education, 84(4), 270-272. https://educ116o.wikispaces.com/file/view/Lancina+Whiteboards.pdf

The purpose of this study was to explain the drawbacks of implementing IWB technology in a classroom where the level of technology in the classroom is in equivalent to that of the classroom or where a teacher has not received adequate training in the IWB technology. The focus of this study is on the usage of IWB technology in the classroom as well as benefits and drawbacks to IWBs in schools.  The author stated that there were no significant findings as to what extent the interactive whiteboard increases student achievement.  It is stated that what ultimately leads to student achievement is how the teacher creates inquiry-based lessons.

Liang, T., Huang, Y., & Tsai, C. (2012). An investigation of teaching and learning interaction factors 
            for the use of interactive whiteboard technology. Educational Technology & Society, 15(4), 
            356-367. http://connection.ebscohost.com/c/articles/83234639/investigation-teaching- 
            learning-interaction-factors-use-interactive-whiteboard-technology

Research has often suggested that IWBs would likely affect both teachers’ teaching and students’ learning styles.  This article defines four IWB supported teaching and learning interaction factors: (1) IWB Supported Teaching (IST), IWB Supported Learning (ISL), Teacher Supported Learning (TSL), and Student Interactive Learning (SIL).  A quantitative analysis of classroom observation records was conducted using descriptive statistics and a chi-square test to uncover the association between the interactive factors.  The results show that these four interaction factors were significantly associated with each other, and over 90% of the instructional events examined simultaneously complied with IST and TSL behaviors.  Finally, this study may be of importance to explain the dynamic association between interaction factors and to provide a novel approach for educators to gain insight into how teaching and learning interaction about IWB technology relates to their usage.

Northcote, M., Mildenhall, P., Marshall, L., & Swan, P. (2010). Interactive whiteboards: Interactive 
     or just whitebaords. Australasian Journal of Educational Technology, 26(4), 494-   
     510.http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/1067

Over the last decade, interactive whiteboards have become popular teaching and learning tools.  Reseach studies from recent literature report on high levels of student motivation, teacher enthusiasm and whoe-school support associated with these technological tools.  Much research to date has reported on the potential of IWB technology to improve the quality of the teaching and learning processes by enhancing levels of interaction, communication and collaboration.  However, it has not yet been fully investigated whether or not this theory has been substantiated.  Te focus of this research will be to report on the findings from a collaborative research project between university lecturers, school-based primary school teachers and principals, pre-service teachers and district education consultants who worked together on a small, school-based project.  The researchers involved in this project had three main purposes: (1) to investigate different ways that IWBs are used in primary schools; (2) to share ideas and expertise on the use of IWBs; and (3) to document teachers’ current practice with IWBs. 

Raynaud, M. (2015). The interactive whiteboard: Weighing the pros and cons.

http://www.qualitytime-esl.com/spip.php?article184

This article was found on a website specializing in the teaching of English language learners.  Because we are living in an ever-growing technology based society, it seems inevitable that technology be a part of the curriculum.  One of the criteria on the current teacher evaluation for the Guam Department of Education is that technology be used.  This article focuses on the pros and cons of using IWB technology in the classroom.  The article in its entirety is very critical about the usage of IWB technology, stating that students must speak and produce utterances more than working with the IWB technology.  This article will be useful in my research because it allows me to envision the potential problems with using IWB technology in the classroom with English language learners.

Schmid, E. (2006). Investigating the use of interactive whiteboard technology in the English language

classroom through the lens of a critical theory of technology. Computer Assisted Language Learning, 19(1). http://www.sjschmid.de/euline/publications/CALL_Cutrim_Schmid.pdf

Several authors state that CALL research does not have the academic status that it should have because it does not take place within a well-developed theoretical framework.  The aim of this research to contribute to the development of the theoretical and methodological development of CALL by analyzing the potential benefits that come about using CALL.  The Promethean IWB was the subject of study in this research.  Findings indicate that the inherent characteristics of technology, teacher’s pedagogical beliefs, students’ own understanding of the potential of the technology, and the negotiations between students and teacher regarding how technology should be used ultimately lead to student achievement amongst English language learners.

Schmid, E. (2008). Potential pedagogical benefits and drawbacks of multimedia use in the English

language classroom equipped with interactive whiteboard technology. Computers & Education, 51(4), 1553-1568. http://www.sciencedirect.com/science/article/pii/S0360131508000419

This paper analyses the process of multimedia integration in English language classrooms equipped with interactive whiteboard (IWB) technology, and offers insights into the theoretical underpinnings of multimedia use in language learning from the perspective of cognitive learning theory. The data discussed here are drawn from a study carried out as part of a PhD research program at Lancaster University (UK). The study was conducted within an interpretative research paradigm, and data were collected and analyzed according to a qualitative approach. In the first part, the paper discusses some perceived pedagogical benefits of adopting a multimedia-oriented approach in the IWB-based classroom. Secondly, it discusses a variety of potential problems related to the use of multimedia resources in the language classroom in question. Finally, the paper draws upon the literature on multimedia learning to address the potential pedagogical implications of these research findings.

Schmid, E. (2008). Using a voting system in conjunction with interactive whiteboard technology to

enhance learning in the English language classroom. Computers & Education, 50(1), 338-356.

http://www.sciencedirect.com/science/article/pii/S0360131506001084

This study discusses the pedagogical potential of an interactive voting system used in conjunction with interactive whiteboard technology. The data discussed here are drawn from a qualitative study, carried out in the context of a British university pre-sessional program in English for Academic Purposes and Study Skills for international students in the summers of 2003 and 2004. Research data were collected via a variety of ethnographic research instruments, namely classroom observations and feedback from critical colleagues, teacher’s field notes, video recording of classes, semi-structured interviews with students, and pre- and post-course student questionnaires. The findings indicate that the electronic voting system was seen to increase considerably the scope of interactivity during the lessons by helping students to enhance their development into active participants. However, the data have also indicated that the levels of interactivity in the approaches adopted in the context investigated could still be considered relatively “shallow”, and some suggestions have been provided to improve this aspect of technology use.

Schmid, E. & White, S. (2012). Interactive whiteboards in state school settings: Teacher responses to

socio-constructivist hegemonies. Language Learning & Technology, 16(2), 65-86. http://llt.msu.edu/issues/june2012/cutrimschmidwhyte.pdf

The present study tests the prediction of the dominance of the socio-constructivist paradigm by examining the integration if IWB technology by non-native speaking teachers of EFL in state in France and Germany.  Findings suggest that in spite of communicatively oriented, socio-constructivist training, teachers used IWB technology to implement a variety of different approaches.  According to this article, teachers use different models and methods from grammar-translation to more communicative and constructivist tasks.  They also used project based learning.  It shows how individual teachers’ approaches are shaped by a variety of factors, such as teachers’ teaching and learning experience, pedagogical beliefs and institutional demands.  These findings illustrate the complexities of technology integration in CALL and show how teachers often adapt or ignore hegemonic pedagogies to construct their own representations of the technology which are more in line with their curricular and personal goals.

Shi, Y., Yang, Z, Yang, H., & Liu, S. (2012). The impact of interactive whiteboards on education.

International Conference on Internet Multimedia Computing and Service, 213-218.

http://dl.acm.org/citation.cfm?id=2382397

In this article, the author examines key ideas, evidences, and works of IWBs on education over a 10-year period from 2002 to 2011. The focal points of this research are: teaching strategies and methods, instructional effectiveness, technology diffusion and infusion, users, mathematics education, science education in primary schools, language teaching and learning.

Turel Y. & Johnson T. (2012). Teachers’ belief and use of interactive whiteboards for teaching and

learning. Educational Technology & Society, 15(1), 381-394. http://www.ifets.info/journals/15_1/32.pdf

Interactive whiteboards are regarded as one of the most revolutionary instructional technologies for various educational levels.  While the impacts of IWBs in classroom settings have been examined recently in a number of studies, this study not only looks at the perception but also examines the actual usage and behaviors associated with IWB features in practical settings.  The main goal of this paper is to evaluate both teachers’ perceptions of and their use of IWBs.  A questionnaire consisted of questions about demographics, usage, and teachers’ perceptions related to IWBs.  The results show that teachers believe that IWBs can be used for different subject domains.  Also, teachers believe that IWBs can be used to facilitate learning and instruction under the following conditions: (1) collaboration with colleagues, (2) training about effective instructional strategies using IWB, and (3) more frequent teacher use.

Wall, K., Higgins, S., & Smith, H. (2005). The visual helps me understand the complicated things: 
         Pupil views of teaching and learning with interactive whiteboards. British Journal of    
         EducationalTechnology, 36(5), 851-867. http://onlinelibrary.wiley.com/doi/10.1111/j.1467-
         8535.2005.00508.x/pdf

This research study aimed to gather information regarding pupil views of IWBs and the impact these tools can have on teaching and learning. The results show that overall comments from the pupils are positive, with the resulting themese encompassing how the IWB can facilitate and initiate learning and impact on preferred approaches to learning.  The pupils describe how different elements of software and hardware can motivate, aid concentration, and keep their attention.  On the negative side, pupils candidly describe their frustration when there are technical difficulties, their desire to use the board themselves and their perceptions of teacher and pupil effects.

Warschauer, M. (2004). Promoting academic literacy with technology: Successful laptop programs in

K-12 schools. System, 32(4), 525-537. http://www.coedu.usf.edu/it/hardware/laptop.pdf 

One of the main challenges that US schools face in educating English language learners is developing their academic literacy. This paper presents case studies of two K-12 schools that successfully employ high-technology environments, including laptop computers for each student, toward the development of English language learners' academic language proficiency and academic literacy. In the first school, Latino fourth-grade students use laptops and other new technologies for a wide variety of pre- and post-reading tasks as part of their effort to transition from learning to read to reading to learn. In the second school, diverse immigrant and refugee students at the middle school level combine technology use with Expeditionary Learning to carry out community projects leading to the development of sophisticated products. In both schools, technology is used to engage students in cognitively demanding activity, motivate independent reading, and provide scaffolding for language development, while the researchers also made use of technology to document learning processes and outcomes. Taken together, the schools offer valuable lessons for utilization of technology to promote academic literacy among culturally and linguistically diverse students.

Yang, J. & Teng, Y. (2014). Percptions of elementary school teachers and students using interactive

whiteboards in English teaching and learning. Journal of Interactive Learning Research, 25(1), 125-154. http://www.editlib.org/noaccess/36106/

The purpose of this article was to investigate the perceptions of elementary school teachers and students using the IWBs in English teaching and learning. This study focuses on investigating perceptions about using IWB technology based on the effectiveness of implement, pedagogy change, classroom interaction, and student engagement and achievement. Results of the study indicate that (1) teacher’s mastery of IWB technical skills and professional knowledge of achieving teaching objectives determined the effective use of IWB (2) the versatile and abundant teaching and learning resources provided by IWBs led changes in pedagogy to a vivid and lively way (3) the interaction between teachers and students have increased through using IWBs in classroom activities, and (4) students held positive attitudes that IWBs enhanced their involvement and maintained concentration in class.  The negative perceptions of the IWB technology was that the IWBs caused disturbances during class due to technological difficulties and limited access time to IWBs for students. This article will be useful in my research because it discusses the positive and negative perceptions of IWB technology.  I can better understand the limitations of my study.