Article+Chart

**Author, Author's background ** || **Problem Statement or Research Problem ** || **Research Methods ** || **Types of Data & Data Sources ** || **Data Collection Strategy and/or Instrument ** || **Data Analysis Approach ** || **Citation (APA 6th Edition) ** || **through use of the interactive whiteboard ** || Interactive Whiteboard and pedagogical change in UK secondary classroom-Elizabeth Mohon - Teacher of History and Lead Teacher for Gifted and Talented Students || How can sustained practical development of IWB affect pedagogy || Case study- Action Research Study || 80 Journal Entries related to IWB use
 * **Article ** || **Topic, **
 * **SMART moves? A case study of one teacher’s pedagogical change **

Questionnaires of 35 students about their experience of studying history and the impact of IWB || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Questionnaires of 35 students about their experience of studying history and the impact of IWB || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Triangulation approach to analyze results. || <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Mohon, E. (2008). SMART Moves? A Case Study of One Teacher's Pedagogical Change through Use of the Interactive Whiteboard. //Learning, Media and Technology//, //33//(4), 301-312. Retrieved from ERIC database. || **<span style="color: #292526; font-family: 'Times New Roman','serif'; font-size: 9pt;">Australian primary school classrooms ** || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Integration of IWBs into Australian primary classrooms - Bennett and Lockyer (Bennett is a Senior Lecturer in the Faculty of Education at the University of Wollongong) <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">(Lockyer is Associate Dean, Research in the Faculty of Education, University of Willongong) || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">An analysis of teachers' perspectives and types of activities in which they engaged with students as they implemented the use of IWBs || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Qualitative <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Interviews <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Observations || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Interviews, observations, use logs, follow-up interviews || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Initial interview, <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Classroom observations, activity interview, use log, final interview || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Coding schemes used to analyze date for emergent themes - aggregation of those codes facilitated pattern identification || <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Bennett, S., & Lockyer, L. (2008). A Study of Teachers' Integration of Interactive Whiteboards into Four Australian Primary School Classrooms. //Learning, Media and Technology//, //33//(4), 289-300. Retrieved from ERIC database. || **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">continuity and support multimodal teaching in a ** **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">primary science classroom ** || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">IWB use for multimodal teaching in science - Gillen(Literacy Research Centre, UK), Littleton and Twiner(Centre for Resarch in Education and Educational Technology), Staarman and Mercer ( Faculty of Eduction, University of Cambridge) || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">An analysis of a teacher's use of IWB in the science classroom || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Case study- observations and interviews from five teachers || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Detailed analysis of multiyear use of IWBs teaching same topic to students over sequential || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Observations, video-recording || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Analysis for evidence of themes, multimodal resources, verbal interaction, and on-task behavior || <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Gillen, J., Littleton, K., Twiner, A., Staarman, J., & Mercer, N. (2008). Using the Interactive Whiteboard to Resource Continuity and Support Multimodal Teaching in a Primary Science Classroom. //Journal of Computer Assisted Learning//, //24//(4), 348-358. Retrieved from ERIC database. || **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">a new approach to teaching children to ** **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">write? ** || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Using IWBs and talking books to teach writing - Martin (Hallside Primary School, South Lanarkshire, Scotlant) || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">How IWBs combined with talking books affect children's writing - including students with special needs as well as the effectiveness on whole class instruction || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Analysis of writing samples before and after the introduction of IWB combined with talking books || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Writing analysis coupled with observation of students during project || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Writing sample, observations, questionnaires || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Pre- and Post- evaluation of writing samples. <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Analysis of student responses to surveys regarding the use of interactive whiteboard technology. || <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Martin, S. (2007). Interactive Whiteboards and Talking Books: A New Approach to Teaching Children to Write?. //Literacy//, //41//(1), 26-34. Retrieved from ERIC database. || **<span style="color: #292526; font-family: 'Times New Roman','serif'; font-size: 9pt;">classroom: will interactive whiteboards ** **<span style="color: #292526; font-family: 'Times New Roman','serif'; font-size: 9pt;">help? ** || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Effect of IWB use and gender inequality in primary classrooms - Smith, Hardman, and Higgins || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">To describe the situation of gender bias in classrooms in which teachers were not using IWBs and to study the impact of the use of IWBs with those same teachers regarding gender inequality || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Observations using computerized observation schedule || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Frequency data analysis from observations. Analysis of duration data || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Live observations || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Analysis of "discourse moves" prior to the implementation of IWB and after the introduction using analysis of covariance tests (ANCOVA) || <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Smith, F., Hardman, F., & Higgins, S. (2007). Gender Inequality in the Primary Classroom: Will Interactive Whiteboards Help?. //Gender and Education//, //19//(4), 455-469. Retrieved from ERIC database. || **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">interactive whiteboard for literacy in six ** **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">primary classrooms in England ** || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">IWB use for literacy teaching - Shenton and Pagett || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">How are IWBs being used for literacy instruction? What is the impact? || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Qualitative - involving observations || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Structured classroom observations and interviews || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Teachers were observed teaching and then interviewed which was taped. In addition, several students were interviewed and those interviews were taped as well. || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Students drew pictures of what they felt was interesting in the use of the IWB and they also annotated those pictures. || <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Shenton, A., & Pagett, L. (2007). From "Bored" to Screen: The Use of the Interactive Whiteboard for Literacy in Six Primary Classrooms in England. //Literacy//, //41//(3), 129-136. Retrieved from ERIC database. || **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">and learning in literacy and mathematics: a case study ** || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Use of IWBs for math/literacy instruction - Wood (senior lecturer in ICT - Information and Communications Technology, Kingston University) Ashfield (mathematics education lecturer, Kingston University) || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">How are IWBs being used to support and enhance instructional practices by teachers engaged in literacy and numeracy instruction? || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Case study (qualitative) using grounded theory approach || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Observations and interviews || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">10 observations involving whole class instruction (five literacy and five numeracy) in five primary schools. Interviews with the teachers and focus group interviews with students were also conducted. || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Observations, field notes, audio taping/transcription --observer triangulation || <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Wood, R., & Ashfield, J. (2008). The Use of the Interactive Whiteboard for Creative Teaching and Learning in Literacy and Mathematics: A Case Study. //British Journal of Educational Technology//, //39//(1), 84-96. Retrieved from ERIC database. || **<span style="color: #292526; font-family: 'Times New Roman','serif'; font-size: 9pt;">an interactive whiteboard: ** **<span style="color: #292526; font-family: 'Times New Roman','serif'; font-size: 9pt;">a teacher’s journey ** || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Self-study involving a teacher's implementation of IWB technology - Hodge (teacher at Epsom Normal Primary School) and Anderson (senior lecturer College of Education, Massey University) || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">A self-study to explore the impact of using and IWB and its relationship to pedagogical practice and student learning || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Qualitative - self-study <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">A record of teacher's experiences as she implemented an IWB into her instructional environment || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Journaling, collection of artifacts, video-taping, and collection/analysis of emails regarding experience || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Daily journal entries involving the use of IWB. Review of recorded lessons. Analysis of emails. || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Journal evaluated for recurrent themes of challenges, difficulties, and successes. || <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Hodge, S., & Anderson, B. (2007). Teaching and Learning with an Interactive Whiteboard: A Teacher's Journey. //Learning, Media and Technology//, //32//(3), 271-282. Retrieved from ERIC database. || **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">pupil views of teaching and learning with interactive ** **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">whiteboards ** || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Pupils' perceptions of how IWBs are affecting the learning environment - Wall, Higgins, and Smith || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">How are interactive whiteboards impacting teaching and learning? || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Interviews with teachers and students || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Bubble Dialogue - use of speech bubbles to support discussion || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Development of speech/thought bubbles and related interview questions || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Categorization of statements as positive, negative, or neutral || <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">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 Educational Technology//, //36//(5), 851-867. Retrieved from ERIC database. || **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">interactive whiteboards ** || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Pupil's perceptions of the use of IWBs - Hall and Higgins || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">How do students perceive the use of IWBs? || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Qualitative / interviews || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Interviews/Use of focus groups || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">12 groups were interviewed by evaluation staff || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Thematic analysis of interview responses using Nvivio. Groupings of responses was made to allow for analysis. || <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Hall, I., & Higgins, S. (2005). Primary School Students' Perceptions of Interactive Whiteboards. //Journal of Computer Assisted Learning//, //21//(2), 102-117. Retrieved from ERIC database. || **<span style="color: #292526; font-family: 'Times New Roman','serif'; font-size: 9pt;">weaving the fabric of learning ** || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">A look at how IWBs are affecting pedagogy - Haldane (Senior Learning and Teaching Fellow, Manchester Metropolitan University) || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">How are IWBs changing the learning environment in schools? || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Qualitative and quantitative || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Classroom observations/ interviews || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Observations over two days involving 4 lessons and video-taped. Interviews of teachers and pupils (audio-taped) || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Microanalysis of 10 events using slow-motion and frame-by-frame analysis to look for evidence of interactivity || <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Haldane, M. (2007). Interactivity and the Digital Whiteboard: Weaving the Fabric of Learning. //Learning, Media and Technology//, //32//(3), 257-270. Retrieved from ERIC database. || **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Interactive Whiteboards ** **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Affect Teaching and ** **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Learning? ** || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Implementation of IWBs at Potomac Falls High Schools - Kaufman (Technology Resource Teacher/ Loudon County Public Schools, VA) || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">An analysis of the level of use IWBs and how that use correlated to comfort levels of user pre- and post- professional learning on their use || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Mixed - surveys and topic assessment as part of staff development and training || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Surveys and three assessments regarding IWB topics/tools || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Interviews (5 questions) were conducted with participants. Surveys (6 questions) were administered before and after teachers who were implementing IWBs were given staff development and training. || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Comparison of pre-and post-training survey responses was made. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt; text-indent: -24pt;">Kaufman, D.. (2009). How Does the Use of Interactive Whiteboards Affect Teaching and Learning? //Distance Learning,// //6//(2), 23-33. Retrieved September 25, 2010, from ProQuest Education Journals. (Document ID: 1903519791). ||
 * **<span style="color: #292526; font-family: 'Times New Roman','serif'; font-size: 9pt;">A study of teachers’ integration of interactive whiteboards into four **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Using the interactive whiteboard to resource **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Interactive whiteboards and talking books: **
 * **<span style="color: #292526; font-family: 'Times New Roman','serif'; font-size: 9pt;">Gender inequality in the primary **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">From ‘bored’ to screen: the use of the **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">The use of the interactive whiteboard for creative teaching **
 * **<span style="color: #292526; font-family: 'Times New Roman','serif'; font-size: 9pt;">Teaching and learning with **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">‘The visual helps me understand the complicated things’: **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Primary school students’ perceptions of **
 * **<span style="color: #292526; font-family: 'Times New Roman','serif'; font-size: 9pt;">Interactivity and the digital whiteboard: **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">How Does the Use of **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Embedding interactive whiteboards in teaching and learning: The process of change in pedagogic pratice ** || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Assessing the impact of IWBs - Lewin (Manchester Metropolitan University), Somekh (Manchester Metropolitan University), and Steadman (University of Sussex School of Education) || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">An assessment of IWBs on students' achievement, attendance, and behavior || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Mixed methods || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Multilevel modeling and case studies || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Classroom visits/observations mixed iwht test data analysis || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Analysis of 2000 pupils' test data from 100 classes across 21 localities using MLM (Multilevel modelling) || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Lewin, C., Somekh, B., & Steadman, S.. (2008). Embedding interactive whiteboards in teaching and learning: The process of change in pedagogic practice. Education and Information Technologies, 13(4), 291-303. Retrieved October 17, 2010, from Research Library. (Document ID: 1898732381). ||


 * **<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Pupils' attitudes towards school science as they transfer an ICT-rich primary school a secondary school with fewer ICT resources: Does ICT matter? ** || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Lack of continuity in the level of information communications technolgy - Beauchamp (Cardiff School of Education) and Parkinson (Swansea School of Education) || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">An analysis of pupils' attitudes toward the use of information communications technology (ICT) as they move from technology rich primary schools to technology poor secondary schools || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Qualitative || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Interviews, focus groups, open ended questions || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">30 pupils were interviewed by two experienced teachers. Interviews were taped. || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Responses analyzed and coded by category. Identification of themes and relationships. || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Beauchamp, G., & Parkinson, J.. (2008). Pupils' attitudes towards school science as they transfer from an ICT-rich primary school to a secondary school with fewer ICT resources: Does ICT matter? Education and Information Technologies, 13(2), 103-118. Retrieved October 17, 2010, from Research Library. (Document ID: 1898789351). ||
 * **<span style="color: #292526; font-family: 'Times New Roman','serif'; font-size: 9pt;">Primary teachers’ understanding of the interactive whiteboard as a tool for children’s collaborative learning and knowledge-building ** || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">ISBs in primary schools- Warwick (Science Education and Professional Studies -Faculty of Education in Cambridge) and Kershner (Psychology of Education and Primary Education - Faculty of Education in Cambridge) || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">An analysis of teachers' understanding of the potential of IWBs as tools for collaboration for primary school children || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Qualitative || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Interviews, observations, reflective overviews || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Evaluation of teachers' final individual written reflective overviews || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; margin: 0in 0in 0pt;">Coding of responses by analytical categories || <span style="background: white; color: #333333; font-family: Times New Roman; font-size: 9pt; margin: 12pt 0in 0pt;">Warwick, P., & Kershner, R. (2008). Primary Teachers' Understanding of the Interactive Whiteboard as a Tool for Children's Collaborative Learning and Knowledge-Building. //Learning, Media and Technology//, //33//(4), 269-287. Retrieved from ERIC database. ||

A. Similarities : All of my articles deal specifically with interactive whiteboard technology. Most of these articles in my literature review approach the analysis of data from a qualitative approach as a number of the researchers use open ended survey questions, interviews, observations, and focus groups to develop an understanding of their research problems. In the articles involving qualitative research and the use of interviews, the researchers tended to code and look for emergent themes and they interpreted their findings. Lastly, the articles pretty much seem to fall into the following categories: teachers' perceptions, students' perceptions, pedagogy, and efficacy regarding the implementation of interactive whiteboards into classrooms.

B. Differences: Several of my articles are quite different from the others. Perhaps the one that stands apart from the others the most is the one involving a teacher and her self-study to explore the impact of using an interactive whiteboard with her students and its relationship to her shift in pedagogical practice as well as its impact on student achievement and learning. Rather than using surveys, questionnaires, observations or test scores, she relied primarily on journaling her experiences and then coding those journal entries for recurrent themes. Moreover, a couple of my articles dealt with potential benefits of IWBs other than their efficacy related to student achievement. For example, one dealt with how IWBs might impact gender inequality once implemented into classrooms. Another article looked at how IWBs might have affected attendance and behavior as well as actual student achievement. A number of researchers in my article collection analyzed teachers' perceptions of how IWBs were changing the educational landscape while other focused on how students perceived that same change. Lastly, there were considerable differences in the specific academic areas evaluated by the researchers as they looked at IWB implementation: numeracy, literacy, science, and others.

C. Strong areas of collection: Perhaps the researcher who developed a study most similar to the one I am planning is Kaufman. He basically looked at the implementation of IWBs and teachers attitudes or comfort levels with the technology before and after professional staff development which he facilitated. At this point, I am thinking that mine will be similar, but I will more than likely create a tool rather than a workshop to assist teachers as they work through the implementation of the technology. Specifically what areas do I need more articles for my literature review section of my research plan? I think that all of them are appropriate at this point--even though I might not know enough to make that decision. Here's what I am saying. As I develop my questionnaires and survey tools as well as professional learning tool, even the articles I've included on gender inequality and special populations may be relevant as I address a wide spectrum of issues related to this transitional process.

D: Weak areas of collection: Even though I think for the most part my collection is solid, I focused exclusively on interactive whiteboard technology. None of my articles can give me direction on the development of my "professional learning tool." In other words, what is the best way for me to put together an application or web tool that can help my study participants share their experiences and learn to best implement IWBs in their classrooms. I need this for my pre- and post- survey component. Should have I addressed this in my collection? Should I include articles that deal with this rather than just ones that focus on the actual technology in my literature review? I'm not really sure.

E: Take aways: There are two things that really stick out in my mind from completing my article reviews. First of all, I am most intrigued by the self-study article. Until I ran across it, I didn't know that this type of research could fall into the "scholarly journal" category; however, the author's experiences, which she effectively outlines in her journal entries, have given me considerable insight into what teachers are actually facing as they work to incorporate IWBs into the pedagogical practices. On the other hand, the articles that address students' perceptions of the technology have also provided me with some direction as I plan the "instructional" component of my research project.