A comparative case study investigating the effectiveness of interactive whiteboard’s as motivational teaching and learning tools in the primary school

This comparative case study aimed to examine the effects of using Interactive Whiteboards for teaching and learning in primary schools. The research study was two-fold; firstly it set out to examine the effects of using IWB’s as teaching and learning tools as opposed to traditional teaching methods. Secondly, it wanted to determine the motivational effect of the IWB on student learning. Fifteen primary schools throughout North Tipperary participated in the study. Participants of the study consisted of thirty primary school teachers and one hundred and twenty primary school students. In order to establish the effect of using IWB’s as opposed to traditional teaching methods a comparative case study was conducted between two groups of twenty seven students of similar age and learning ability. Seventy five primary school students completed the student survey and thirty primary school teachers responded to an online teacher questionnaire. Other data collected included classroom observations of students while learning from the IWB, a focus group interview with six primary school teachers and an interview with a primary school principal. The study found very little difference between the comparative case study groups with regard to performance and that ultimately the enhanced quality of the learning arose from increased motivation and interactivity rather than any evidence of greater learning. The views of teachers and students regarding the motivational effect of Interactive Whiteboards were positive with many attributing this to the specific interactive and presentation capabilities of the board. Although the findings of this study suggest IWB’s can enhance student engagement and motivation, it is the nature in which the board is used, in particular when students are interactively involved in lessons that determines this enhanced engagement. The research also concluded that implementation of the Interactive Whiteboard into teaching and learning has drawbacks in particular with regard to training and technical support. A key finding of this study regarding effective implementation was the need for teacher collaboration namely in the sharing of resources and expertise for use with Interactive Whiteboards.