Student achievement and the incorporation of technology into the classroom have become a focus for schools all across the United States. In spite of emphasis on reading, writing, and arithmetic, standardized test scores indicate that US students‟ understanding of math is insufficient. In an effort to identify a means of solving the problem of low achievement levels in math, Interactive Whiteboards (IWB) as a learning tool in eighth grade math classes at Clarkdale Attendance Center was evaluated for its effectiveness. Additionally, the impact of differentiated learning styles on Mississippi Curriculum Test 2 (MCT2) math scores was analyzed. With todays generation of students being so technology oriented, it seems only fitting that teachers continue to find different technological ways to meet the needs of all learners, in order for them to achieve academically. The reasons for this research include: (a) determining if the implementation of IWB help increase student achievement in eighth grade math at Clarkdale Attendance Center, and (b) determining if IWB meet the needs of all individual learning styles. Not concurring with IWB literature, data obtained through this study indicated that IWB had no significant difference in eighth grade MCT2 mathematics test scores between students who were instructed using IWB technology and those who were not instructed with IWB technology, and that IWB had no significant effect of learning styles on students‟ eighth-grade MCT2 mathematics test scores adjusting for the effect of students‟ seventh-grade MCT mathematics test scores. Future research which replicates this study could be conducted with various other grades, school districts, and states to determine if the results of this study are consistent with findings related to it.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

The Federal Government is dedicated to improving student achievement through technology. This dedication is most apparent in the area of federal spending. One explanation for the lack of results in student achievement is that teachers need appropriate training to effectively teach with technology. This study integrates the interactive whiteboard and professional development in order to develop middle school mathematics teachers' Technological Pedagogical Content knowledge (TPACK) in an urban school. Teacher TPACK is measured on a modified version of Survey of Teacher Knowledge to Teach with Technology. Student achievement is measured on the Texas Assessment of Knowledge and Skills (TAKS), a standardized mathematics assessment. Teachers in this study receive three weeks of professional development during their team planning periods to help them integrate the Interactive Whiteboard (IWB) into their mathematics instruction. Mean difference effect sizes are used to measure teacher gain in TPACK. Student achievement scores before and after the professional development are analyzed by Multi-way ANOVA after propensity scores are used to match participant students to a separate group of control students for comparison. The results indicate that the professional development increased teacher TPACK and that student achievement is differentiated across ethnicities. Implications for the technology professional development design and IWB integration in urban settings are provided.

Thesis (M. Sc.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references (leaves [120]-127). Also available via the World Wide Web.

Thesis (Ed.D.)--Liberty University School of Education, 2008. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (M.Ed.)--Victoria University of Wellington, 2009. / Includes bibliographical references.

The purpose of this mixed methods study was to document and examine the beliefs held by preservice elementary teachers prior to entering a teacher education program concerning the nature of mathematics and their perceptions about the effective use of information and communication technology (ICT) for mathematics instruction. Through an online questionnaire (N=132) followed by interviews of purposefully selected respondents (n=8), the following questions were addressed: (1) What beliefs do preservice elementary mathematics teachers hold upon entering teacher education programs regarding the nature of mathematics? (2) What beliefs do preservice elementary mathematics teachers hold upon entering teacher education programs about how ICT should be used in the classroom? and (3) How do preservice elementary mathematics teachers’ beliefs about the nature of mathematics relate to their views about the use of ICT in teaching mathematics? Video-elicitation was used in the interviews to determine how respondents perceived various uses of interactive whiteboards. Respondents were grouped based on their beliefs about the nature of mathematics and their reactions to the videos that they were shown. It was discovered that interview respondents who held contrasting views about the nature of mathematics also held differing beliefs about teaching and learning as well as the benefits of ICT. Respondents who saw mathematics as a set of fixed naturally occurring rules, an Absolutist view, favoured teacher directed use of ICT to support the transmission of knowledge. On the other hand, those who viewed mathematics as a human construct, a Fallibilist image, were more in favour of ICT use to support student mathematics investigation and talk. The existence of a potential hidden curriculum was also discovered. Although all interview participants were shown the same videos, respondents in the two groups perceived roles of the teacher and students in the videos that were aligned with their beliefs about the nature of mathematics and teaching and learning. / Thesis (Master, Education) -- Queen's University, 2012-06-29 13:00:17.205

The increasing installation of the SMART Boards (electronic interactive whiteboards - IWBs) in education is an issue that cannot be ignored. South Africa is not an exception in this issue. The IWBs are gaining popularity amongst schools and educators in South Africa. With the growing number of users of IWBs in South Africa, this modern technology might have brought challenges and new opportunities to education and instructional methods at all educational levels. The purpose of the study was to investigate the use of the IWBs in the teaching and learning science in high schools. The selected schools use modern technologies that enhance teaching and learning such as the IWBs. This study aimed at developing an understanding of educators’ experiences on the benefits and challenges posed by utilizing the IWBs in their current practice with a view to drawing implications for possible recommendations for this type of technology. The study adopted a qualitative research design and followed case study methodology. It employed qualitative data collection techniques such as semi-structured individual and focus group interviews and classroom observations with purposively selected science educators in two public high schools in the Durban metropolis. The participants were six educators and eight learners from the two schools. It also followed a guided analysis based on the principles of both Connectivism and Engagement theories that informed the study. The findings revealed both benefits and challenges on educators. The most prominent benefits which educators recognized included multimedia features of the IWBs; their capabilities in learning; and their support for different learning styles. Alongside these benefits, educators also perceived challenges which involved low level of educators’ ICT skills related to insufficient professional development and training, and lack of planning. Generally; the study revealed that the IWBs can be generically beneficial tools provided some major problems are rectified. Recommendations relating to these findings are also provided, with an emphasis on technology planning and professional development as prerequisites to proper implementation of the IWBs in schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.