Research Journal 12: IWBs and student achievement

Interactive whiteboards are frequently presented as a miracle tool in terms of increasing student engagement. One of my concerns about interactive whiteboards, however, is that I wonder what the effect of the "novelty factor" is. That is, are students more engaged because the tool is new, cool, futuristic, exciting? And because the teacher is excited too? What will happen when the novelty factor wears off? Is the tool actually intrinsically motivating and engaging? I actually doubt it. Sure, they facilitate a more creative approach to teaching, which may engage students more, but if that's the case it's not really the board, it's the teacher, and how s/he uses the board.

Moss et al (2007, in Higgins et al, 2007), reporting a study of the Secondary Whiteboard Expansion scheme in London secondary schools, observed exactly this point: "that although the novelty of the technology was initially welcomed by pupils any increase in motivation appeared short-lived." (Higgins et al, p. 221)

"The key issue ... is that although the IWB may alter the way that learning takes place, and that the motivation of teachers and pupils ... this mayhave no significant or measurable impact on achievement." (Higgins et al, p. 221)

What I would say in defense of the IWBs and their relationship to student achievement is that if the lessons are more entertaining and engaging, and if the students begin to enjoy classes at least in part because of the use of the IWB, then this may have a positive influence on factors such as student motivation, attendance rates, a commensurate influence on truancy and dropout rates. All of these factors, in turn, demonstrably affect student achievement. So perhaps there is not a direct, measurable link between IWBs and student achievement yet - but there may be an indirect effect nonetheless.