1703 North Beauregard St.
Alexandria, VA 22311-1714
Tel: 1-800-933-ASCD (2723)
8:00 a.m. to 6:00 p.m. eastern time, Monday through Friday
Local to the D.C. area: 1-703-578-9600
Toll-free from U.S. and Canada: 1-800-933-ASCD (2723)
All other countries: (International Access Code) + 1-703-578-9600
November 2009 | Volume 67 | Number 3
Robert J. Marzano
Interactive whiteboards have become popular over the last few years, and it appears that their use will continue to grow exponentially. Indeed, books like The Interactive Whiteboard Revolution (Betcher & Lee, 2009) attest to the depth and breadth of change that this tool can promote in classroom practice.
For those who may still be unfamiliar with the technology, an interactive whiteboard is a large display that connects to a computer and a projector. The projector projects the computer's desktop onto the board's surface, where users control the computer with a pen, finger, or other device. The board is typically mounted to a wall or floor stand. Various accessories, such as student response systems, enable interactivity.
Although many teachers have enthusiastically adopted interactive whiteboards, little research is available on their effect on student achievement. However, in a study that involved 85 teachers and 170 classrooms, the teachers used interactive whiteboards to teach a set of lessons, which they then taught to a different group of students without using the technology (see Marzano & Haystead, 2009).
The study results indicated that, in general, using interactive whiteboards was associated with a 16 percentile point gain in student achievement. This means that we can expect a student at the 50th percentile in a classroom without the technology to increase to the 66th percentile in a classroom using whiteboards.
In addition, three features inherent in interactive whiteboards have a statistically significant relationship with student achievement. The first is the learner-response device—handheld voting devices that students use to enter their responses to questions. The percentage of students providing the correct answer is then immediately displayed on the board in a bar graph or pie chart. Using voting devices was associated with a 26 percentile point gain in student achievement.
A second feature is the use of graphics and other visuals to represent information. These include downloaded pictures and video clips from the Internet, sites such as Google Earth, and graphs and charts. Use of these aids was also associated with a 26 percentile point gain in student achievement.
A third feature is the interactive whiteboard
reinforcer—applications that teachers can use to signal that an answer is correct or to present information in an unusual context. These applications include dragging and dropping correct answers into specific locations, acknowledging correct answers with virtual applause, and uncovering information hidden under objects. These practices were associated with a 31 percentile point gain in student achievement.
One of the more interesting findings from the study was that in 23 percent of the cases, teachers had better results without the interactive whiteboards. To determine why this occurred, we examined video-tapes of teachers using the boards. These disclosed some potential pitfalls in using the technology:
This study, as well as what we know about good teaching in general, suggests how teachers might use interactive whiteboards more effectively. I recommend the following:
Interactive whiteboards have great potential as a tool to enhance pedagogical practices in the classroom and ultimately improve student achievement. However, simply assuming that using this or any other technological tool can automatically enhance student achievement would be a mistake. As is the case with all powerful tools, teachers must use interactive whiteboards thoughtfully, in accordance with what we know about good classroom practice.
Betcher, C., & Lee, M. (2009). The interactive whiteboard revolution: Teaching with IWBs. Victoria, Australia: ACER Press.
Marzano, R. J., & Haystead, M. (2009). Final report on the evaluation of the Promethean technology. Englewood, CO: Marzano Research Laboratory.
Robert J. Marzano is Cofounder and CEO of Marzano Research Laboratory in Denver, Colorado. He is the author of
The Art and Science of Teaching (ASCD, 2007) and coauthor, with Mark W. Haystead, of Making Standards Useful in the Classroom (ASCD, 2008). To contact Marzano or participate in a study regarding a specific instructional strategy, visit www.marzanoresearch.com.
Copyright © 2009 by Association for Supervision and Curriculum Development
Subscribe to ASCD Express, our free e-mail newsletter, to have practical, actionable strategies and information delivered to your e-mail inbox twice a month.
ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online.