How can student motivation and interaction be increased in Mathematics by using Interactive Whiteboards?

What is the issue under investigation? The literature reviews and research carried out prove that IWBs have the potential to be great teaching tools to enhance motivation and interaction. This action research aimed to provide teachers with strategies to ensure their full potential is achieved.

What is the issue under investigation? - An Interactive Whiteboard (IWB) is a large touch sensitive board that is connected to a data projector and a computer (Becta, 2003). - The IWB is becoming more common in classrooms today, it is essential that teachers know how to use them effectively to ensure students are motivated and interacting with the IWB. - The following aspects of learning can be improved through IWBs: MOTIVATION INTERACTION UNDERSTANDING - Typing, touching, manipulating, visual aids, sounds and a multitude of downloadable resources and applications appropriate for the lesson.

- As with any resource, teachers must make effective use of the IWB in order for it to achieve student motivation and involvement. -Many pieces of literature demonstrated the advantages of IWBs in mathematics. The IWB can promote play, fun and enjoyment and when combined with serious intentions, children will become engaged and motivated. As a result, all students will be more inclined to participate and contribute to learning experiences. -There are an unlimited amount of resources to apply to the IWB. This was a common thread discussed in all literature analysed. The resources are modified and adapted to suit the particular stage and KLA. The IWB allows the resources to be in incorporated into lessons quickly and efficiently when required. -Teachers are required to implement a diverse range of strategies to aid student motivation and interactivity when using the IWB in mathematics. Summary of findings from Literature Review

BOOKS Barber, D., Cooper, L., Meeson, G. (2007) Learning and Teaching with Interactive Whiteboards. Great Britain: Learning Matters Braham, G. (2006) How to Survive and Succeed with an Interactive Whiteboard. Cambridge: LDA Gage, J. (2005). How to use an Interactive Whiteboard really effectively in your primary classroom. London: David Fulton Publishers Ltd. Kent, P. & Wynne, N. (May 2006). Paper presented as part of the 2006 National School’s Conference: Early Childhood Education P-3, Powerhouse Museum, Sydney. JOURNAL ARTICLES Bell, L., Jones, D., King, J. Nicholson, C. & Pinks, A. (2007) May the Force be Whiteboard! Issue 203, pp British Educational Communications and Technology Agency (Becta). (2003). What The Research Says About Interactive Whiteboards. Retrieved March 9, 2008, from Becta Web site: Kent, P. (2006) Using Interactive Whiteboards to Enhance Mathematical Teaching. Vol.11 Issue 2 p Australian Primary Mathematics Classroom Lee, B. & Boyle, Dr. M. (2004). Teachers Tell Their Story: Interactive Whiteboards At Richardson Primary School. Smith, F., Hardman, F., Higgins, S. (2006) The Impact of Interactive Whiteboards on Teacher-Pupil in the National Literacy and Numeracy Strategies. Vol. 32 Issue 3 pp UK: British Educational Research Journal. Tanner, H. & Jones, S. (2007). How interactive is your whiteboard? Mathematics Teaching Incorporating Micromath, 200, White, K. (2007) Interactive Whiteboard Trial. South Western Sydney Region: A Report. Accessed on 23rd March Zevenbergen, R. & Lerman, S. (2007). Pedagogy and Interactive Whiteboards: Using an Active Theory Approach to Understand Tensions in Practice. Mathematics: Essential Research, Essential Practice, 2,

-The mathematics resource was implemented in four schools and lessons were taught to Stage 2 classes. -Each class had different prior experiences in using the IWBs. School One: 3 stream school with Smartboard in every classroom. School Two: 2 stream school with Smartboard in every classroom. School Three: 2 stream school with 4 Smartboards shared amongst all classes. School Four: 2 stream school with one Smartboard for each year group. -The mathematics lesson/resource focused on 2D and 3D shapes. The lesson was on a familiar topic so analysis could be carried out on whether or not the use of the IWB increased student motivation and interactivity. -The opinions of both students and teacher were collected and recorded. The Educational Context in which the action research takes place

-The Action Research and mathematics resource was created based on findings from literature. We aimed to discover the most effective strategies to incorporate into mathematics lessons with an IWB. These strategies were implemented into our resource to increase motivation and interactivity. -The following strategies were integrated into the Action Research resource and lesson:.. Intervention Strategies

1. Warm up activity involving all students: WHO WANTS TO BE A MATHIONAIRE???

2. Conventional teaching strategies such as questioning and answering to discover what the students already know and recognising if any students will require additional assistance throughout lesson.

3. Developing new teaching resources and authentic learning tasks for use with the IWB 4. Lessons are dynamic and incorporate a greater range of media, to engage more senses.

5. Students should be provided opportunities to take the knowledge they have gained from the IWB lesson and apply it in a written, tactile or verbal activity either as individuals or in groups.

Observable Outcomes from the use of the Intervention Strategies - Student Survey: Questions were based on the levels of motivation and interaction, prior experiences and discovering what they enjoyed most about the mathematics IWB lesson. - Teacher Survey: Questions were based on how the IWB resource assisted them in their planning and teaching, their observations of student motivation and interactivity and recommendations for further changes to help enhance the resource further.

Observable Outcomes from the use of the Intervention Strategies

Q5. What did you enjoy most about this lesson with the IWB? (in order of preferences) 1.Fun 2.Interesting 3.Focused attention 4.Made me want to learn 5.Understanding

Observable Outcomes - Teachers -The results of the teacher survey demonstrated that all teachers found that the students seemed much more motivated in mathematics lessons than usual. All students appeared to be enjoying themselves and offered positive feedback to teachers on completion of the lesson. - The teachers surveyed made a conscious effort to involve all students in the class with the lesson, by allowing them to touch and manipulate the images on the IWB and participate in the games and activities. -The ready made resource has clearly been appreciated by teachers as 75% stated that the resource made teaching this lesson much easier and allowed the focus to go towards the students.

-Incorporating students’ ideas through the planning stage of an activity with an IWB will maximise their ownership and therefore motivation. -The resource could be further developed to cater for the needs of all students particularly the gifted and talented students. -Having smaller groups that use the IWB to ensure the lesson is faster paced and can be structured differently to cater for difference needs. This would also allow more students to interact with the board which would again help to achieve positive levels of motivation and interactivity from all students -Teachers could develop a system where students know who’s turn is next, or adapt the lesson to enable two students to interact with the board at one time. Future Recommendations

-Say we did discussions before and after with students -Photos of classrooms?