Youngstown State University



Interactive White Board Technology vs. Traditional Pencil and Paper Instruction: Comparing Student Motivation and PerformanceJanet CadmanJena MartinAmy McCormickMandy SinchakEDTC 6945Youngstown State UniversityJanuary 8, 2012Table of ContentsCover SheetTable of ContentsAbstractIntroductionLiterature ReviewResearch Design and MethodologyFindings and ConclusionsRecommendations and ImplicationsLesson PlanReferencesAppendicesReflectionsTranscripts of Communication 123451416202327294145AbstractInteractive White Boards (IWBs) are commonplace in education, yet little research or data exists to justify their use. Reviewed literature lacked substantial studies, yet claimed more research was necessary. Understanding the impact of IWBs on student motivation and learning is necessary to ensure effective planning and lesson creation by teachers. Our interest was to compare student motivation and learning between an IWB lesson and a traditional pencil and paper lesson. Kindergarten students were selected for their innate curiosity of science and lack of literacy skills that make teaching and evaluating scientific concepts difficult. Utilizing a non-equivalent group design, one class learned to identify living and non-living things using the IWB while the second used more traditional methods. Results indicate that students in the Non-IWB group demonstrated more learning with no less motivation. Long-term studies covering multiple science topics is needed to provide adequate data to support or reject these findings.Introduction The instructional setting in which this action research project was conducted is Holy Family School, located in Poland, Ohio. The total enrollment for grades K-8 is 282 students. There are also 19 full-time teachers, two part-time teachers, two secretaries, two full-time preschool instructors and one principal. Ten of the 16 classrooms have the ActivBoards installed in them and the other six classrooms will be receiving theirs by the end of next year.The classroom where the research was conducted has two working computers for the students to use and also has a main computer which is connected to the Promethean ActivBoard. Mandy Sinchak is the only teacher who has the ActivBoard for Kindergarten usage. The students sit at tables of four and they have the opportunity to use the board during their center time, along with the other two computers in the classroom. Two groups of Kindergarten students were used for the action research, 17 students in the first group and 17 students in the second group. This makes for a total of 34 kindergarten students that had the opportunity to participate in the study. There are seven girls and ten boys in the first class and seven girls and ten boys in the other Kindergarten class. There are no special needs students identified as of this point in the school year due to the fact that the school will not be providing testing until the end of the yearThe research question asked is “Does interactive white board technology promote more student motivation (enjoyment) and improved post-test performance at the Kindergarten level compared to a traditional pencil and paper instructional method?” This question was asked in order to evaluate whether technology helps students to learn information more effectively than the traditional method of using paper and pencil. There were two classes of students who were part of this research, where they were learning the difference between living and nonliving things. First the teacher started with an interview (Appendix D) to see where each classes understanding of the material was. This interview was followed by a pretest (Appendix F), given by the use of paper and pencil. After the pretests were evaluated, the lesson was taught. The first class used a Promethean ActivBoard where they could go up and interactively move nonliving items to one side of the board and living items to the other side of the board. The other class had a series of pictures (Appendix G) where they had to write whether the pictured item was living or nonliving. After the lesson was completed, a post-test (Appendix I) was administered by paper and pencil to see which group was able to recognize more living and nonliving things. Finally, the post evaluation (Appendix J and K) was given to see the students’ reaction to the lesson. Literature ReviewInteractive White BoardsClassrooms today look very different than they did just ten years ago. Not since the personal computer entered the scene has a piece of technology made such a stir in the classroom. This technology, of course, is the Interactive White Board (IWB). Released in 1991 (Teich, 2009), the IWB was “originally marketed to the business sector and used in boardrooms and conference settings” (Preston & Mowbray, 2008, p. 50). An IWB essentially combines “a dry erase whiteboard with an LCD projector and is usually mounted on a wall or floor stand” (Teich, 2009, para. 2). “Anything that can be done on a computer monitor, can be replicated on the interactive white board” (Teich, 2009, para. 3). Once the computer monitor is projected onto the board’s surface, the users can “control the computer with a pen, finger, or other device” (Marzano, 2009, p. 80).While the Interactive White Board is a fabulous way to present information to a group of business people in suits, and they are able to control the mouse from the board, does that make it a good educational tool? Potentially IWBs can be used in many other ways than simply projecting images and allowing mouse control. With the board’s touch sensitive surface, students can select links on the board to hear sounds, engage with multimedia activities, watch and interact with simulations, capture text on the screen, and save notes for future use (Preston & Mowbray, 2008). Teachers are able to create “interactive activities designed to suit any students’ specific learning needs in any context” (Murcia, 2008), using the many features of the IWB. What is the Appeal of Interactive White Boards?Arguments can be easily made to utilize Interactive White Boards in schools. If a Superintendent stands in front of the School Board saying “Imagine taking a class on a photo safari to Africa complete with embedded videos, animal sounds and mapping software” (Teich, 2009, para. 3), board members could undoubtedly envision a classroom of students gazing, in awe, at the cheetahs and gazelles running across the IWB and imagine groups of students operating the interactive features of the IWB to learn where those animals live and how they sound. When software “can be interacted with at the board so it effectively becomes a port for incorporating a range of multimedia resources such as written text, pictures, diagrams, photos, video, and online websites” (Murcia, 2008, p. 17), how could anyone disagree? Despite the glamour of the possibilities, IWB features obviously can provide useful educational tools for the classroom. Many schools do not have the luxury of having computer labs, classroom sets of iPads, or netbooks for every student. Incorporating an IWB, though, “makes the one-computer classroom a workable instructional model” (Teich, 2009, para. 3). If schools could purchase an IWB along with the computer and projector, all students in a classroom could observe and participate in the class in ways they were previously unable. Even if the IWB had to be in one grade-level or content-area classroom where students changed rooms to use the technology, the impact of buying several IWBs for a school building could reach every student.Interactive White Boards also allow teachers to more easily address the diverse needs of learners. “For example, one teacher effectively split the IWB into three screens; each was used to develop a different comprehension level corresponding to students’ understanding (Miller & Glover, 2002)” (Morgan, 2010, p. 3). Small group work on IWBs also provides “an extraordinary opportunity to create classroom environments where students with different learning styles can engage and learn from each other” (Teich, 2009, para. 10). Likewise, the IWB can function as a learning station where students can review previous lessons and practice skills.With these examples just scratching the surface, imagine the academic possibilities and student achievements that could result from using Interactive White Boards. Witnessing student excitement and eagerness to participate, at least at the elementary level, would most likely impress the casual observer - especially parents. Research addresses parent desire for their children to have access to an IWB. One study conducted in Australia focused on the implementation of IWBs and the impact of administrators who were active in the execution. Thus, they were monitoring how well the teachers embraced and implemented the IWBs in their classroom. In one school where the “implementation was still ‘a work in progress’ . . . parents were requesting that their children be included in classes using IWBs” (Winzenried & Lee, n.d., p. 7). Another study reported that “one parent was so impressed with the whiteboard that he offered to buy one for the school so his child could use it” (Morgan, 2010, p. 3). As most teachers have experienced, if the parents believe a tool will benefit the children they will figure out a way to have that tool in the classroom.The appeal of the IWB is obvious. Each member of our team has witnessed student interest when experiencing the many features of the IWB, so we understand their appeal. Promoting the need for technology becomes part of our responsibility, but we must be able to justify the purchase of and incorporation of that technology in the classroom. While IWBs do interest students, allow them to work collaboratively, and have differentiated learning experiences, IWBs do not have a legitimate place in the classroom if true educational benefits have not been proven. Along with teachers, schools and parents need to take the time to look beyond the IWBs intriguing capabilities to examine and determine their benefits.Interactive White Boards Do Not Perform MagicWhen observing the eagerness of students to participate in IWB lessons, student motivation seems to be a strong benefit of the IWB. However, it “is important to differentiate that increased motivation in learning with technology does not necessarily mean that motivation is directed towards instructional content” (Verenikina, Wrona, Jones, & Kervin, 2010, p. 2606). Students may simply like the activity but not focus on the content within the lesson. Most teachers have experienced this in their classroom, whether utilizing an IWB or not. Students may embrace an activity and appear to have grasped the concept, only to be unable to explain why the activity was utilized or what caused the results. Students had fun, but teachers are left with an ugly feeling of defeat. According to Verenikina et al. (2010), “the IWB is effective in gaining initial student attention, however with reference to long-term motivation, the research tends to reassert the central role of the teacher in engaging students with lesson content and in fostering deep knowledge (Robertson, 2007)” (p. 2606). So, while the IWB may help teachers gain students’ attention, teachers must realize that they may have to work even harder to get the students to focus on lesson content. Even though IWBs offer exciting possibilities, they are not without their concerns. Researchers and teachers have observed that simply introducing an IWB into a classroom does not instantly transform the teaching and learning that occurs. In fact, IWBs may even reinforce more traditional styles of teaching (Kershner, Mercer, Warwick, & Staarman, 2010). According to Chris Dede, an education professor at Harvard University, “whiteboards are popular precisely because companies designed them to suit the old instructional style with which teachers are most comfortable” (McCrummen, 2011, para. 19). Similar arguments have been made that the IWB just allows teachers to “create digitized versions of old lessons” (McCrummen, 2011, para. 18), and that they “are as useful as a chalkboard” (McCrummen, 2011, para. 10). It is doubtful that a school district intends for the IWB to reinforce traditional teaching methods. Most likely they expect modified teaching methods and new lessons to be created to use the IWB to its potential.Other issues associated with IWB use include their high cost, challenges related to professional development for teachers, and purchasing them as a result of their popularity. (Northcote, Mildenhall, Marshall, & Swan, 2010, p. 496). Teachers, even if they have received initial training, must continue to receive support to maximize the potential of the IWB. Help will be needed, despite the time and cost, with finding appropriate software and differentiation techniques (Morgan, 2010, p. 5). Whether the reason is a lack of training, support, or teacher motivation, even “though these technologies may already be available in many classrooms, they are often underutilized” (Dickerson & Winslow, 2011, p. 1). Why Study Interactive White Boards?Today’s children are growing up surrounded with technology from the moment they are born, which must be taken into consideration in the classroom. “Research shows that traditional methods of teaching can no longer be utilized to capture the interest of children who are being reared during the rapid growth of the computer age” (Harvey-Woodall, 2009, p. 3). Teachers, new or experienced, must be willing and open to integrating technology into their classroom. “The shift of learning has gone from teaching isolated skills and information to teaching students to solve complex problems” in a variety of ways (Harvey-Woodall, 2009, p. 7), beginning as early as kindergarten. Interactive White Boards are a popular tool used to fulfill this need. Many new teachers still display traditional teaching methods despite their experiences with technology. By studying effects of IWB lessons, teachers could use the data to drive the creation of their teaching methods and new materials.Decision makers anticipate that the IWB will increase student motivation, improve communication and collaboration, and boost student achievement. Everyone involved, however, needs “to be aware that relatively little research has been done on the interactive whiteboard (Jones, 2004; Marzano, 2009), and that some of the existing research on the value of IWBs is conflicting” (Morgan, 2010, p. 5). Before a district makes a considerable investment in IWBs, research needs to be conducted to establish if a link exists between the use of IWBs to deliver curriculum and an improvement in students’ attitudes and interest (Hall, 2011, p. 2). Not only should student attitude and interest be considered, but also how teaching and learning occurs. Some research has focused on the potential of IWBs “to improve the quality of teaching and learning processes by enhancing levels of interaction, communication and collaboration. Whether these claims have been substantiated has not yet been fully investigated” (Northcote, Mildenhall, Marshall, & Swan, 2010, p. 494). Finally, even if students are interested and the teaching and learning processes have been improved, what about the actual learning of the content? “Although many teachers have enthusiastically adopted interactive whiteboards, little research is available on their effect on student achievement” (Marzano, 2009, p. 80). There “is hardly any research that will show clearly that any of these machines will improve academic achievement,” said Larry Cuban, education professor emeritus at Stanford University. “But the value of novelty, that’s highly prized in American society, period. And one way schools can say they are ‘innovative’ is to pick up the latest device” (McCrummen, 2011, para 4). What a sad, yet accurate statement.What Previous Studies IndicateRecent research studies regarding the impact Interactive White Boards have on student motivation is not in abundance. As stated by Morgan (2010, p. 4), but unfortunately referring to older research studies, “research on IWBs has documented how this learning technology often leads to an increase in learners’ motivation (Freenwell, 2002; Solvie, 2004; Wimer, 2001) and task engagement (Beeland, 2002; Hodge & Anderson, 2007).” Applicable statistical data was not located, ultimately questioning the need for studies about student motivation. Considering that the motivation should not come from the involvement of the technology, this is understandable. However, motivation is difficult to ignore when considering the acquisition of IWBs.With the intent of improving the learning methods and processes within a classroom, more research has been focused on the approach to Interactive White Board use than motivation and achievement. Engagement and interactivity were key factors. One study, conducted by Beeland, investigated how middle school students felt the IWB affected their engagement in a lesson. “Of the 197 responses all but one of the students believed that they were able to learn better when an IWB was used in the classroom” (Hall, 2011, p. 11). All of the students felt that the IWB helped them pay better attention during class instruction. “Interactive sites were found to be the most effective in engaging the students” (Murcia, 2008, p. 3), when utilizing online learning resources. When incorporating these resources “interactivity of the sites kept students active in the learning and encouraged group discussion and collaboration with the tasks” (Murcia, 2008, p. 19). With the increasing rate in which IWB technology is placed in school settings, it “merits continued research on meaningful, student-centered approaches to integration” (Dickerson & Winslow, 2011, p. 2). Appropriate approaches may not happen as soon as a teacher receives an IWB. “Gibson (cited in, Burden, 2002, p.5) suggests that schools go through a series of stages of technology development: infusion, integration and transformation” (Northcote, Mildenhall, Marshall, & Swan, 2010, p. 497). Once the technology is placed in the schools, however, and the “stakeholders move from the initial infusion stage to the transformational stage, the teaching and learning processes associated with IWB use typically shift from being teacher centred [sic] to student centred [sic]” (Northcote et al., 2010, p. 497). As schools make this transition the interactivity associated with the use of the IWBs and the “meaningful integration with other learning tools also increase” (Northcote et al., 2010, p. 497). Data concerning the impact IWBs have on student achievement is practically nonexistent. One study, involving 85 teachers and 170 classrooms, compared the results of when the teachers used IWBs to teach a set of lessons to one group but did not use the technology for a different group (Marzano, 2009). According to the results of their study, a 16 percentile point gain could be expected for student achievement. For example, if a student was at the 52nd percentile in a classroom that did not have IWB technology they would increase to the 68th percentile in a classroom with IWB technology. Another feature they determined to increase student achievement was the use of IWB applications that were used to demonstrate correct answers in different ways. Utilizing virtual applause upon a correct response, dragging and dropping pictures into the correct place, uncovering information under hidden objects, or other similar features was associated with a student achievement gain of 31 percentile points (Marzano, 2009, p. 80). “Further research is needed to understand how this technology, which has garnered such enthusiasm from educators and students alike, actually affects student learning, but its potential does seem promising” (Morgan, 2010, p. 6).Why choose Kindergarten and ScienceWhile older children can “read, write and express ideas coherently, teachers face the problem of eliciting prior understanding, providing experiences to challenge and extend existing ideas, and assess the understanding of students whose literacy skills are still developing” (Preston & Mowbray, 2008, p. 50). If a teacher conducted a scientific experiment in the classroom, Kindergarten students would not be able to record observations or reasons for the outcome. Likewise, students in Kindergarten “are incredibly inquisitive and highly motivated towards science but lack the skills and ability to deal with multiple relations compared to older students” (Preston & Mowbray, 2008, p. 51), which can make it difficult to conduct scientific studies and record results with such young children. This makes IWBs wonderful for introducing a lesson and determining “children’s prior knowledge and understanding” (Preston & Mowbray, 2008, p. 51). In a study done on collaborative learning in an elementary setting, the teachers commonly used an open-ended IWB activity to introduce a new topic. Usually, the children would have to categorize items into groups or discuss how the items were related. Examples included food chains and light sources. Using more challenging relationships generally stimulated quality conversations between the children from which they began to learn (Kershner et al., 2010). One participating teacher conducted a study comparing IWB use with a seated, hands-on sorting activity utilizing words relating to light and shadows (p.368). Following the study a few concerns surfaced. Children in this particular study perceived taking turns at the IWB as sharing their ideas, rather than the conversational aspect. Also, the ability to copy and paste, apparently learned at a previous time, made it too easy for the students to copy and paste into both the light and dark categories without having to make a concrete decision as they would if they were participating in the paper sorting activity. Animal teeth and related diets was a topic utilized by a second teacher. The students had already discussed adaptations and the basic idea of how teeth shapes relate to the food animals consume. While other students worked on a similar activity at their seats, three students worked at the IWB. Drawing the shapes of the teeth for a specific organism was required based up what the students knew about their diet. Being at the IWB provided such a large surface that all three students were able to interact and analyze the drawing at the same time. While this was beneficial so they could all be involved without crowding, drawing on such a large scale also caused them to be more aware and critical of any perceived flaws in their sketches. This group, who had more IWB experience, was more focused on the science aspect of the task when interviewed than the group comparing light and dark. As they have learned more about the functioning of the IWB, “they have collectively moved past the novelty factor which appeared significantly to influence the Dark and Light group” (Kershner et al., 2010, p. 378). Researchers determined, through the course of their study, that IWBs would be well suited for certain types of science activities such as open-ended tasks like the animal teeth. Other suitable activities include “a series of cumulative tasks set up by the teacher and paced by the children; tasks requiring the integration of web-based materials and peripheral technologies; and investigative work requiring discussion, visual representation, and note-taking” (Kershner et al, 2010, p. 380). Students in this study have the background and classroom environment suitable to develop productive IWB skills. Teachers desiring to have effective IWB lessons must nurture supportive conditions for success, including “the children’s joint understanding of the task, their positive motivation and responsibility for learning, and their active support for each other” (Kershner et al., 2010, p. 381).In SummaryFor teachers who are given an Interactive White Board and expected to work miracles, school districts need to allow for a growth period and provide training. For IWB recipients, it is only fair that more research be conducted to determine quality approaches and methods that will adequately motivate and engage students to a point where they are able to achieve a greater level of knowledge as a result of the Interactive White Board. Until then, school districts will be making uninformed purchases expecting unsubstantiated results, which is unfair to all parties involved. As usual, it is the students who will pay the price as their teachers, unlikely to have received professional development about IWBs, try to experiment with various techniques in the classroom.Research Design and Methodology Participants and SettingThe subjects for this research project are both male and female Kindergarten students at Holy Family School in Poland, Ohio. Between both Kindergarten classes there are 20 boys and 14 girls. Out of those boys, there are 12 boys that are six years old; there are eight girls that are also six years old. There are seven boys that are five years old and there are seven girls that are also five years old. There are 33 students that are Caucasian and one student that is Asian, who was born in China. Only 25 students returned the parent consent forms. Those are the students who participated in this study. In the school setting, there are 282 students in grades Kindergarten through eighth grade. On average there are two classes per grade in the school with fifteen classroom teachers, three specialist teachers, two secretaries, one part time speech therapist, one part time reading specialist, one part time intervention specialist, one full time autistic aide and one administrator. The schools ethnic demographic is 92% of the students are white, 0% are black and .05% are other. The demographic data for the school area shows that 22.8% of the population in the school district has an average household family income. The school provides .09% of students free and reduced lunches. The school was chosen for this study because of the new addition of ten Promethean ActivBoards. Because of auxiliary services funds, the school was able to purchase eight boards, while the other two boards were purchased with funds from the Home and School Alliance. The Kindergarten classes were chosen to participate in the study because one Kindergarten class has an ActivBoard and the other does not. The student academic achievement or cognitive level was not a determining factor in choosing the classes because the students do not take the cognitive ability tests until later in the spring. Twelve of the classrooms in the building have Promethean ActivBoards with an additional 4 more being purchased by the end of the 2011-2012 school year. There are 4 document cameras throughout the building. Each classroom has a DVD and VCR combination player along with a 32” flat screen TV. In each of the classrooms, there is one 21.5” iMac as well as one or two additional G4 iMac computers. In the school there is one computer lab with 25 iMac computers, one scanner, one document camera and one Promethean ActivBoard with a projector. The lab is available for classes to use when it is not in session. Instrumentation A non-equivalent group design was utilized by having two groups from two Kindergarten classes that participated in the study - one group was the Non-ActivBoard group and the other was the ActivBoard group. These classes are taught by the same teacher at various times throughout the day. The classes were both given a pre-test and post-test to assess their understanding of the concept of living and non- living organisms. At the beginning of the project, there was a survey on the Kindergarten level that Mandy Sinchak asked the students on what they knew about living and non-living organisms. The answers were recorded and documented by Ms. Sinchak. Pre-test and post-test data was collected by the teacher and tabulated for the researchers. Data was used to correlate the performance between the group that used the ActivBoard and the group that did not use the board. Also the data was used to help understand how the students’ opinions of the lesson compared to the method that was used to teach the lesson.Research ProceduresPermission to begin this study was granted by Youngstown State University’s Human Subjects Protocol Review Board (Appendix A), along with the school principal (Appendix B). A parent consent form (Appendix C) went home to each child explaining the study. The research began when the forms were returned back to school by their due date. At the beginning of the study, the groups were asked interview questions (Appendix D) which were based on what they knew about living and non-living things. The teacher, Mandy Sinchak, asked each group the questions and she wrote their responses on the interview sheet. Appendix E contains the student responses recorded by Ms. Sinchak. After she conducted the interview, each group had to select the items on the pre-test assessment paper (Appendix F) to identify if it was a living thing or a non-living thing. After the pre-test assessment, the ActivBoard group learned the difference between living and non-living by making a list of what they knew that makes up an item to be living and non-living. They used the ActivBoard to write the list. The students and the teacher went through the lesson following the directions. The Non-ActivBoard students were shown pictures (Appendix G) of living and non-living items; they had to make a tally mark on their paper under the correct column (Appendix H). They also talked and made a list on the board of what makes an item living and non-living. Both groups at the end of their lessons had to cut and paste (Appendix I) the correct picture under the living category and non-living category. The students were then asked to complete the post assessment questions (Appendices J and K) where they had to put an “x” under the correct face they agreed with. After the both groups were finished they were graded and tallied and recorded for us. Findings and Conclusions Findings In the Non-ActivBoard group, according to the post assessment questionnaire, 40% of the students enjoyed cutting and pasting the living and non-living items; where as 53.3% of the students did not enjoy this activity. For the pre-assessment, 66.7% of the group enjoyed the activity compared to 13.3% who had no feelings about the assessment or did not like the activity at all. Overall 73.3% of the students enjoyed learning about living and non-living items where as 13.3% of the students did not enjoy it. One hundred percent of the students were able to tell if something was living and if it was a non-living item. Every student missed the same picture in the pre assessment; each student thought that the apple was considered a non-living thing. For the Post test cut and paste assessment, 93% of the students were able to decipher between living and non-living. In the ActivBoard group, the results from the post assessment questionnaire, 53.3% of the students did not enjoy the cutting and pasting assessment of the lesson, 45.5% of them did enjoy it, whereas only .09% of the students had no feeling what so ever. The results were identical when asked how they liked working with the ActivBoard. The percentage of students that did not enjoy working on the ActivBoard was 53.3% and the percentage of students who did enjoy working on the ActivBoard was 45.5%. There were technical problems that day when the research was conducted, though. As for the content, 53.3% of the students showed no emotion when asked how they like learning about living and non-living items. Only 36.3% of the students really did enjoy learning about this topic. ConclusionsBy looking at the research question, “Does interactive white board technology promote more student motivation (enjoyment) and improved post-test performance at the Kindergarten level compared to a traditional pencil and paper instructional method?” the results lean towards students doing better using the traditional method. Even though there were technical difficulties with the board that day, there were still some issues with students not comprehending the information that was presented only using the board. With the Pre-Test performance of the class that was using the Interactive White Board being sent home, there was no way to compare the results with the results from the students who did not use the interactive white board. Also, with the lesson activity using the interactive white board and not recording the data, we were not able to compare how the students did. Finally, the use of technology should not replace the traditional style of learning. They should both be incorporated into daily learning and both be used. The following tables (1-4) represent how the students responded to the various parts of the pre-test, post-test, the lesson of the activities and the post-test evaluation. This set of tables represents the group of students who were the Non-Interactive White Board group. Table 1 Pre-Test for Non-Interactive White Board GroupPre-test performance of the class that did not use the Interactive White BoardStudents who did not miss anyStudents who missed one012Table 2Lesson Activity for Non-Interactive White Board GroupLesson activity performance of the class that did not use the Interactive White BoardStudents who did not miss anyStudents who missed one111Table 3Post-Test for Non-Interactive White Board GroupPost-test performance of the class that did not use the Interactive White BoardStudents who did not miss anyStudents who missed one111Table 4Post-Test for Non-Interactive White Board GroupPost-test lesson evaluation of the class that did not use the Interactive White Board2286015240021590152400203201524001. Cutting out the pictures of living and nonliving things5072. Using red and green crayons to draw the lines for living and nonliving8223. Learning about what is living and nonliving912The following tables (5-8) show how the students in the Interactive White Board group responded to the pre-test, post test, and the post-test evaluation.Table 5Pre-Test for Interactive White Board GroupPre-test performance of the class that did use the Interactive White Board *Pre-test was accidentally sent home with the students, so no data existsStudents who did not miss anyStudents who missed one**Table 6Lesson Activity for Interactive White Board GroupLesson activity performance of the class that did use the Interactive White Board *No data was recorded during the students’ individual participation at the Interactive White BoardStudents who did not miss anyStudents who missed one**Table 7Post-Test for Interactive White Board GroupPost-test performance of the class that did use the Interactive White BoardStudents who did not miss anyStudents who missed one76Table 8Post-Test Evaluation for Interactive White Board GroupPost-test lesson evaluation of the class that did use the Interactive White Board2286015240021590152400203201524001. Cutting out the pictures of living and nonliving things5082. Using the active board4183. Learning about what is living and nonliving472Recommendations and ImplicationsOur research team did not end up with the amount of time to conduct our research that we felt was necessary to complete a quality examination of the effects the Interactive White Board has on student motivation and achievement. Therefore, we have several recommendations for improvement in further studies. We also understand that with our limited study, there are not many direct implications for other teachers.RecommendationsWith the action research assignment’s requirement that none of the researchers were to participate in the classroom where the research was being conducted, it made it more difficult to ensure all steps and procedures were followed. One example that significantly affected our study was that Ms. Sinchak sent the pre-tests for the ActivBoard participant group home with the students. Therefore, we did not have the necessary data to compare initial performance to post-test performance. In addition, data was not collected for this same group of participants while they completed their lesson at the ActivBoard. In this situation, we were unable to determine how their performance at the ActivBoard compared to the performance of the Non-ActivBoard group or to their post-test results. Therefore, one recommendation from our group is to make sure all procedures can be followed and monitored so that all data was collected and saved for the study.Another factor we believe affected the results in our study was the technological difficulties experienced in the classroom the day of the research. Without being present for the study, we were unable to ask the teacher if it would be possible to move the lesson to another day to reduce the impact of the technological difficulties. Also, without witnessing the event, we do not know how significantly it affected the students. When conducting active research in the classroom, there will be unexpected events. Teachers know that when planning a lesson around technology there must always be a back-up plan. Unfortunately, when conducting research, a back-up plan isn’t always sufficient. As a result, our recommendation is to check all technology prior to use to eliminate unexpected surprises as much as possible and to have a plan in place in case the technology that is a key part of the research is not functioning properly.Additionally, our research was very limited as far as time. Ideally, this type of research would be conducted over a long period of time, allowing various science topics to be taught and compared. This would also reduce the impact of issues such as those we experienced with the lack of data and technological difficulties. Comparing larger amounts of data would provide a more complete picture of how Interactive White Boards do impact student motivation and achievement. Our recommendation would be to conduct this type of research for at least ten different science lessons to collect more extensive data. One final recommendation deals with the group of students who are involved in the studies. For example, we noticed that the same percentage, 45.5%, of the ActivBoard participant group enjoyed the cutting and pasting activity as enjoyed using the ActivBoard for the lesson, even though only 36.3% of that group liked learning about living and nonliving things. Perhaps this group of students simply likes school and would be happy no matter what they did. As a result, we would recommend monitoring that data to see if results seem to correspond to their enthusiasm about the content or just the activities.ImplicationsAction research is a practical way to find out what does and does not work in our classrooms. However, a limited study such as ours has few implications without conducting further research. A few pieces of data did lead us to consider their impact in the learning environment.Data from the pre-assessment demonstrates that all of the students in the Non-ActivBoard group believed that an apple was a nonliving object. Unfortunately we did not have comparison data for the ActivBoard group. However, this pre-assessment indicated that Ms. Sinchak needed to address that the apple was still considered to be a living object and find out why the students felt it would be nonliving. A solid learning opportunity was created by this pre-assessment.According to the data, another obvious finding was that more students did not enjoy cutting and pasting the pictures of living and nonliving things. When more than 50% of the class does not enjoy a comparison activity that may be used often in the classroom, the teacher should look for an activity that accomplishes the same purpose, but that more students enjoy. In our case the cutting and pasting activity was an assessment, but this type of activity is often used as a learning activity in classrooms, too. Therefore, Ms. Sinchak should reconsider her use of this tool in her current Kindergarten classroom.Another implication for Ms. Sinchak’s Kindergarten classroom is that, despite the limited data, the students in the Non-ActivBoard group showed growth and did well on their post assessment. Until further research can be conducted, she would know that the method used to teach the Non-ActivBoard group was effective despite the tendency toward a more traditional style of teaching. Finally, we examined the effect of the ActivBoard on motivation in this situation. With 53.3% of students not enjoying the ActivBoard activity, we began to question the real impact of an IWB on student motivation. If this lack of enjoyment was a result of the technical difficulties, does it also affect their learning of the content? Or, with the bombardment of technology Kindergarteners have already experienced in their lives, has the novelty of the IWB already worn off? As noted earlier, Verenikina et al. (2010) addressed this issue by explaining that the IWB may gain student attention in the beginning, but in the long run it is the teacher’s responsibility to engage the students with lesson content rather than relying on the technology. Perhaps Ms. Sinchak needs to take this into consideration as well, and not even consider the use of technology for motivation if that is currently a factor in her planning.Despite the limitations of our study, we still agree that further research needs to be conducted concerning the impact of IWBs in the classroom. Because of the high rate at which IWBs are being placed in classrooms, this research is warranted (Dickerson and Winslow, 2011). And, regardless of the enthusiasm expressed by many adults, research needs to be conducted to better understand how IWBs actually affect student learning (Morgan, 2010).Lesson Plan Name of LessonInteractive Technology versus Traditional Paper and pencil Instruction: Comparing Student ComprehensionSubject and Topic of the Lesson PlanLife Science- Identifying Living versus Non-living ThingsGrade LevelKindergartenContent StandardsLS. Life Science 14. This topic focuses on observing, exploring, describing and comparing living things in Ohio.15. Living things are different from nonliving things.16. Living things include anything that is alive or has ever been alive. Living things have specific traits. Living things grow and reproduce. Living things are found almost everywhere in the world. There are somewhat different kinds in different places.Technology StandardsStandard 1: Nature of Technology Students develop an understanding of technology, its characteristics, scope, core concepts and relationships between technologies and other fieldsBenchmark A: Recognize the characteristics and scope of technology.1. Identify objects created within the human-made worlds (ex: books, chairs, houses, buses) and objects that occur in nature (ex: trees, flowers, rocks, and rivers).Current Research Directly Affecting the Content of the Lesson PlanTechnology is an ever changing field, especially when it is used in the educational setting, and because of these changes, there is a lot of research that directly affects the content of this lesson plan. One such article used in the literature review, “Integrating Technology into the Classroom: How Does It Impact Student Achievement?” discusses this very topic. This article directly looks at how technology is used in the classroom and whether or not traditional methods of teaching are becoming obsolete. Although our findings during our action research suggested otherwise, researchers in this article say one of the most important ways to enhance student learning is through the use of educational technology. Other research conducted on the topic of our lesson plan is found in an article from the Washington Post entitled, “Some educators question if whiteboards, other high-tech tools raise achievement”. Many of the educators in this article stated that the use of an interactive board in their classroom did not improve students’ test scores. In fact, in many cases test scores were lower than they were through the use of traditional methods of teaching. Instructional ObjectivesStudents will be able to determine the difference between living and nonliving things.Students will be able to use various media (pencil and paper and interactive board) to sort living and nonliving pictures.Materials and ResourcesPromethean ActivBoardPromethean ActivBoard SoftwareGlueScissorsCrayons ProjectorComputerCopier/printerInternetCurriculum Methods and StrategiesMrs. Sinchak decided what class would represent each group. She conducted the pre-interview with both classes. She asked the students the questions (Appendix D) and wrote the responses down for the researchers to read (Appendix E). On the pre-test for both groups, as seen in Appendix F, the students had to decide if something was living or non-living. The lesson for the Non-ActivBoard group dealt with lecture and an activity using pictures (Appendix G) where the students had to decide if something was living and non-living. Students kept track of each on their tally sheet (Appendix H). During the lesson for the ActivBoard group, the students had the opportunity to go up to the board and learn about living and non-living things. Students were able to use the ActivBoard to show what they had learned. On the post-test for both groups, as seen in Appendix I, the students were asked to cut and paste squares in the correct section for either living or non-living. After the lessons for both groups, the teacher, Mrs. Sinchak, did a post-evaluation questionnaire. Using the post-evaluation tool, the students decided if they liked, disliked or had no opinion on what they learned. These two post-evaluations can be seen in Appendices J and K. All results were collected and recorded for the researchers to use. Curriculum Methods and Strategies to Address the Needs of Diverse LearnersFor the needs of diverse learners, the instructor would need to modify the pre-test, post-test and evaluation to fit the individual needs of the learners. The use of the interactive board, the instructor would have the opportunity to use the voice over controls to be used with students who are visually impaired. Using large fonts and bright colors could be helpful with students who are visually impaired or students who have trouble staying on task. Students who are kinesthetic learners will benefit from using the interactive whiteboard because of the ability of the boards to respond to touch. AssessmentThere were several assessments used in the lesson. The interview (Appendix D) consisted of a series of questions to evaluate the students’ knowledge before the lesson began. Also used to evaluate the students’ knowledge was a pre-test, which was a line connecting activity all students participated in (Appendix F). The post-test, seen in Appendix I, was taken immediately after the lesson was taught in both classes. The students had to cut pictures and paste them in the appropriate section depending if they were living or nonliving. There were two post evaluation questionnaires, one for each group. The class who did not use the ActivBoard had questions based on their experience (Appendix J), where the class that did use the ActivBoard had a different question pertaining to the use of the board (Appendix K).ReferencesDickerson, J., Winslow, J. (2011). Interactive white boards in K-12 classrooms: Tools for teaching technology. North Carolina Council on Technology Teacher Education Technology Education Journal, 8, 1-5. Hall, R. (2011). Interactive white boards: Changing students’ attitudes about science. Leadership Research 2011: Horizons, 2 (1). Retrieved October 21, 2011, from Harvey-Woodall, A. (2009). Integrating technology into the classroom: How does it impact student achievement? Retrieved November 21, 2011, from Kennewell, S., Tanner, H., Jones, S., Beauchamp, G. (2008). Analysing the use of interactive technology to implement interactive teaching. Journal of Computer Assisted Learning, 24, 61-73. Kershner, R., Mercer, N., Warwick, P., Staarman, J. (2010). Can the interactive whiteboard support young children’s collaborative communication and thinking in classroom science activities? Computer Supported Collaborative Learning, 5, 359-383. Marzano, R. (2009). Teaching with interactive whiteboards. Multiple Measures, 67(3), 80-82. McCrummen, S. (2010). Some educators question if whiteboards, other high-tech tools raise achievement. The Washington Post. Retrieved October 21, 2011, from Murcia, K. (2008).Teaching for scientific literacy with an interactive whiteboard. Teaching Science, 54(4), 17-21. Retrieved from Morgan, H. (2010). Teaching with the interactive white board: An engaging way to provide instruction. Focus on Elementary, Spring, 3-7. Retrieved October 21, 2011, from Northcote, M., Mildenhall, P., Marshall, L., Swan, P. (2010). Interactive whiteboards: Interactive or just whiteboards? Australasian Journal of Educational Technology, 26(Special issue, 4), 494-510. Retrieved from Preston, C., Mowbray, L. (2008). Use of SMART Boards for teaching, learning, and assessment in kindergarten science. Teaching Science, 54(2), 50-53. Retrieved Teich, A. (2009). Interactive whiteboards enhance classroom instruction and learning. Retrieved November 14, 2011, from Verenikina, I., Wrona, K., Jones, P.T. & Kervin, L.K. (2010). Interactive whiteboards: interactivity, activity and literacy teaching. In J. Herrington & B. Hunter (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 2605-2614). VA, USA: AACE.Winzenried, A. Lee, M. (n.d.). Implementing interactive whiteboards: What can we learn? TEACH, 1(1), 6-8. Retrieved November 30, 2011, from journal/pdfs/3-winzenried+lee_6-8.pdf AppendicesAppendix AApproval from Youngstown State University for ResearchDear investigators, Thank you for submitting the required documents for this approved study.? They will be printed and appended to your original submission. ?Best wishes for your study completion.? CathyFrom: Cheryl Coy [mailto:ckcoy@ysu.edu] Sent: Wednesday, December 14, 2011 9:32 AMTo: Parrott, Cathy BieberSubject: Fwd: Re: YSI IRB PRotocol 058-12-------- Original Message -------- Subject: Re: YSI IRB PRotocol 058-12Date: Tue, 13 Dec 2011 18:30:46 -0800 (PST)From: Janet Cadman <jlcadman@>To: Cathy Bieber Parrott <cbieberparrott@ysu.edu>'Cheryl Coy' <ckcoy@ysu.edu>Here is the certificate that is needed to go along with our research project. ?Also attached is the updated letter with the changes that were made. ? Thank you very much for your understanding and help during this process.Janet Cadman--- On Thu, 12/8/11, Cathy Bieber Parrott <cbieberparrott@ysu.edu> wrote:From: Cathy Bieber Parrott <cbieberparrott@ysu.edu>Subject: YSI IRB PRotocol 058-12To: "'Renee Eggers'" <rmeggers@ysu.edu>, "'Janet Cadman'" <jlcadman@>, amy.mccormick@, bioteach23@Cc: "'Cheryl Coy'" <ckcoy@ysu.edu>Date: Thursday, December 8, 2011, 3:54 PMDear Investigators, Your project “Interactive Whiteboard Technology vs traditional pencil and paper instruction: comparing student motivation and performance” has undergone full committee review.? It was determined the project would also meet exemption criteria for category 1.? The project is approved with the following conditions:1.????? Change the return date on the informed consent document.? 2.????? Add the following to the consent document just after the contact information for Ms. Cadman:? If you have questions about this research project please contact [insert here the principal investigator’s contact information].? If you have questions about your child participating as a human subject in this project, you may contact Dr. Edward Orona, Director of Grants and Sponsored Programs at YSU (330-941-2377).?If the investigators cannot comply with the conditions the project is not approved and the investigators need to contact the IRB chairperson. ?A hard copy of the revised consent document needs sent to Cheryl Coy in the Grants Office at YSU.? The primary investigator will receive an official letter in the mail regarding exempt status.? However, while awaiting this letter, you may proceed with your project based on this email notification of approval.? Please use the protocol number 058-12 for all future communications about this project.? Best wishes for successful completion of your project.??Please remember that prior to starting your project using human subjects, a certificate of? completion of training for the ethical treatment of human subjects must be on file in the YSU Office of Grants and Sponsored Programs (OGSP).? If you have not completed this training, you may do so online at the website provided on the OGSP website. You will print out a completion certificate once you finish the training module.? Send a copy of this certificate to C.Coy in the OGSP in Coffelt Hall, YSU.? The certificate is valid for future IRB submission for 3 years from the original completion date.? ?Cathy Bieber ParrottChair, YSU IRBAppendix BLetter from Holy Family PrincipalAppendix CLetter of ConsentDear Parents of Holy Family School Kindergarten Students,Mrs. Janet Cadman, the computer and Art teacher and also a graduate student from Youngstown State University, along with Mrs. Sinchak are conducting a study to compare student comprehension with using Interactive Technology (ActivBoard) vs. Traditional Pencil and Paper Instruction. In this study, your child will be asked to participate in a science lesson where they will be either using the ActivBoard or will be using traditional pencil and paper for the lesson. The completed work for this assignment and their participation should take about twenty (20) minutes. Your child will be given full instruction on what they will be doing at the beginning of the lesson.There are no risks to your child and all information will be handled in a strictly confidential manner, so that no one will be able to identify your child when the results are recorded.Please sign the permission form and return to Mrs. Cadman by December 12, 2011. Both child and parent/guardian will need to sign the bottom. Please feel free to contact Mrs. Janet Cadman at 330-757-3713 ext. 30, if you have any questions about this research project or contact Ms. Stoops at 330-757-3713. If you have questions about your child participating as a human subject in this project, you may contact Dr. Edward Orona, Director of Grants and Sponsored Programs at YSU (330-941-2377)------------------------------------------------------------------------------------------------------ _________ I understand the study described and I agree to have my child participate with his/her assent. ________________________________________SIGNATURE OF PARENT/GUARDIAN / DATE ______ I DO NOT WANT MY CHILD TO PARTCIPATE IN THIS STUDY.I understand that I will be told the directions at the beginning the lesson and I want to take part in the study. _________________________________________________________Signature of Student / DateAppendix DInterview Questions Used for Pre-testInterview Questions for Kindergarten (pre-test)What ways can you tell if something is living?What ways can you tell if something is non-living?What are 5 examples of something livingWhat are 5 examples of something non-livingWhat do all living things need to survive?Appendix EInterview Question Sample ResponsesAppendix FImages for Pre-Test - Drawing Red and Green LinesAppendix GPictures for Tally Lesson for Non-ActivBoard ParticipantsAppendix HTally Sheet for Non-ActivBoard LessonAppendix IPost-Test Cut and PasteAppendix J Kindergarten Post-Evaluation for Non-ActivBoard ParticipantsKindergarten Post Test Evaluation Group PACutting out the pictures of living and non-living???Using red and green crayons to draw the lines for living and non-living???Learning about what is living and non-living???Appendix KKindergarten Post- Evaluation for ActivBoard ParticipantsKindergarten Post Test Evaluation Group ABCutting out the pictures of living and non-living???Using the Active Board???Learning about what is living and non-living???Reflection- Janet CadmanWhen I started this class, I was a little anxious about it. Having already experienced a research class on the graduate level at a different university, my experience was not the greatest. I had the preconceived idea how this supposed to go. But as the class went on, I realized that my idea how a research class was, I realized I was wrong. I enjoyed learning the different aspects of action research, how it was conducted. I became very excited about the process. After we finalized our research question and assigned the jobs, we began the process of filling out the HRSC paperwork. I assumed that once we turned in our paperwork, it would be reviewed within a couple of days. I didn’t realize we would be waiting. Even though the group was waiting to hear, I found this part of the process to be interesting. Since I was the one who was having the research done at my school, I was in contact the most. Having the conversations with about the research and listening to the advice that was given helped us along in understanding the whole process. I realized the whole process needs to be longer than a semester long class. The part of the process that bothered me more than anything was the fact that we as the group members were not part of the research process. We were there to collect the data not conduct the research. If I had the opportunity to do this again, I would make sure the changes of having contact with the students, and conducting the research over a longer period of time. I really can see myself conducting more action research projects in the future. The benefits of how they can help a school is amazing. With this information that we have, I am able to bring it back to school to present to the teachers, that yes the technology is important but it should not take away from the traditional way of learning. Reflection- Jena MartinI have learned a significant amount from this class regarding action research, however I feel as though this particular experience could have yielded better results. Had our group been able to actually conduct the lesson and research ourselves, I think I would have learned more and been able to apply what I learned throughout the course of the class this semester. I found it difficult to connect on a personal level with this project because we had no contact with the test subjects. All we were able to do was collect data and analyze it after the lesson was already taught by someone else. I would have loved to conduct this research in my own classroom using discovery education. We are implementing Discovery Education testing at the end of every class next year. This action research could have provided me with sufficient data I could use to help me transition my lessons for the new assessments we need to give next year. This type of research would have allowed me to connect with the project personally. My group members could not have been more supportive and cooperative throughout the experience. I feel as though we were able to communicate and work together to make decisions in a very timely manner. Sometimes it is difficult to work in a group and agree on what needs to be done, but I do not feel that way about this experience whatsoever. Action Research Reflection - Amy McCormickAction research is not an easy process, but this particular study was more complicated than necessary and, for me, did not reveal the true benefits of action research. The portion of our topic dealing with Interactive White Boards is applicable to my job every day, so I hoped the experience would provide more insight than it did. Perhaps my expectations were set too high in the beginning.All three members of our team met in person in early October to decide on a subject for our research. We came up with a study to determine if online, interactive lessons, such as those offered by DiscoveryEducation, were more effective than textbook and lecture lessons. This study was going to be conducted in Jena’s classroom. Obviously we had missed the part of the directions explaining that the research could not be conducted in any of our own classrooms, but we realized that while we were all together. Fortunately, Janet had friend, Mandy Sinchak, who had offered her classroom if Janet ever needed to conduct research. At that point we began to consider what would make the least disruption of the daily routine in her classroom and cover Kindergarten standards. We decided on the basic lesson addressing the comparison of living and non-living things and the use of the Interactive White Board. Completing what we could on the form for the Human Subjects Review Committee (HSRC) and creating some of the worksheets, we went our separate ways to begin working on the project. Reasonably smooth sailing so far.At this point we ran into our main complication – the HSRC approval. None of us knew that it would take more than 6 weeks for approval. After finally getting approved, it was a scramble for Mandy to get everything done in the classroom and get the research to us in hopes of completing the project on time. Between schedules and distance, it was not possible for anyone other than Janet to help guide her through the process for her classroom. Perhaps if we were all able to meet together, she would not have sent pre-tests home with the students or we could have discussed what to do if the technology had problems. We quickly realized it was not going to be possible to finish by the end of the semester. Meeting again, we reviewed what data Janet had at that time and determined who would take care of what portions of the paper. The remainder of the data was sent through email and discussions continued about the paper over the remainder of the time. Unfortunately, the delay from the HSRC approval had a significant impact on our experience since all three team members had responsibilities over winter break that could not be adjusted –having a baby, having surgery, and conducting year-end inventory for a business. I do have to say, though, that Janet and I did have some great communication sessions over break, making it seem like we were in the same room working on the paper together. I had never experienced that positive of an experience working online.Having conducted action research in my own classroom before, I felt that having the research conducted in another teacher’s classroom made it a very disconnected experience. Other than Janet providing Mandy with the materials we created and then receiving the data from her, we did not get to experience the process. When we met to go over the data, it was fun and interesting, but just not the same. Conducting research for the literature review was frustrating and disappointing. Despite being relatively adept at internet searching, I have not mastered the techniques for finding quality literature. The most frustrating portion was that much of the research was done in the late 1990s and early 2000s. I assume this is because that was the time frame when IWBs were new – and very expensive – so research was conducted to gather data to determine if they would make good classroom tools. Obviously this is just a guess on my part, but I feel that the research may have dropped off because it became evident that IWBs were going to be purchased for classrooms whether any data existed or not. As a teacher who uses an IWB every day, I want research to be conducted not just to say yes they do increase learning or no they don’t. Instead, use the research to provide proven techniques so teachers can develop lessons that will make the best use of the IWB instead of making a replacement for a chalk board. Overall, I was glad to have the opportunity to experience action research again to reinforce the process. I am more likely to try it again in the future having done it twice. With the issues, though, I am grateful this was not my first experience because I do not think I would have developed an appreciation for the process. However, the material in our text book was written in a much more understandable fashion than the one I used before. Between the textbook and blackboard, I felt I have a better technical understanding of action research. Transcripts of Communicationfrom: Amy McCormick Amy.McCormick@ to: Janet Cadman <jlcadman@>, "bioteach23@" bioteach23@cc: Amy McCormick <Amy.McCormick@>date: Tue, Oct 11, 2011 at 10:04 AMsubject: human subjectJanet and Jena,We need to fill out the human subject paperwork and submit it before we can actually start our research. Then, we do have to wait for them to approve it before we can start. All 3 of us have to sign it and it has to be dropped off at YSU. So, we can't fill it out until we find out what we are doing. Janet, did you have any luck with your Kindergarten friend? I hope so. I told her we were having trouble finding someone but didn't get any sympathy :) Oh well, I tried!Just wanted to update you. Have a great day!from: Amy McCormick Amy.McCormick@ to: "bioteach23@" bioteach23@date: Tue, Oct 11, 2011 at 1:27 PMsubject: Getting togetherHey!I heard back from Janet after sending the email about the human study thing and she said we are a go for the project - that she has set it up and it has been cleared by the principal. So, we need to get the form filled out and taken to YSU and then start to work on the other stuff. She said Tuesday of next week was good for her. That works for me, too - how does it sound to you?We need to get together with Julie, too. I will try to email about that tonight once I get the stuff done for the report card meeting tomorrow.Thanks!from: Jena Martin bioteach23@ to: Amy McCormick Amy.McCormick@date: Tue, Oct 11, 2011 at 7:01 PMsubject: Re: Getting togetherYep...Tuesday works for me!from: Amy McCormick Amy.McCormick@ to: Jena Martin bioteach23@date: Tue, Oct 11, 2011 at 7:18 PMsubject: RE: Getting togetherAmazing! We all pulled off a day on the first try :) Ill let her know.from: Amy McCormick Amy.McCormick@ to: "bioteach23@" <bioteach23@>, Janet Cadman jlcadman@cc: Amy McCormick <Amy.McCormick@>date: Thu, Oct 20, 2011 at 6:58 PMsubject: paperworkHi girls :)I have attached everything I have added to the paperwork so far. A few of the remaining items will have to be completed by Mandy and other than that things just need looked over EXCEPT for #1C. I have looked through the book and I don't know what the design method, mode, and analysis is looking for. None of those are addressed in that fashion in our text. So, I have done what I can do without further help.Hope the week has been good for both of you!from: Jena Martin bioteach23@ to: Amy McCormick Amy.McCormick@cc: Janet Cadman jlcadman@date: Thu, Oct 20, 2011 at 9:23 PMsubject: Re: paperworkHere are the worksheets I found for the pre and post test. Let me know if there is a problem... They look really good on my computerfrom: Janet Cadman jlcadman@ to: Amy McCormick <Amy.McCormick@>,Jena Martin <bioteach23@>date: Fri, Oct 21, 2011 at 1:06 PMsubject: Re: paperworkmailed-by: signed-by: How does the letter sound? Let me know of any changes...Happy Friday!Janetfrom: Amy McCormick Amy.McCormick@ to: "bioteach23@" <bioteach23@>, Janet Cadman jlcadman@cc: Amy McCormick Amy.McCormick@date: Fri, Oct 21, 2011 at 1:01 PMsubject: IdeaHI!I had an idea as I was reading one of the articles. I will not be offended AT ALL if either of you aren't interested...The article was about a kindergarten class and how the students interacted and felt about a lesson with one class using a smart board and the other class not using one. It went into motivation (= learning) and meeting the needs of diverse students.I was thinking this might make our research and justification easier but wouldn't have to change much about our actual classroom project. I can update the review form over the weekend if we change our minds.Let me know your thoughts. Again, won't be offended!from: Jena Martin bioteach23@ to: Amy McCormick Amy.McCormick@cc: Janet Cadman jlcadman@date: Sat, Oct 22, 2011 at 1:05 PMsubject: Re: IdeaDefinitely does not matter to me.from: Janet Cadman jlcadman@ to: Amy McCormick Amy.McCormick@cc: "bioteach23@" <bioteach23@>, Amy McCormick <Amy.McCormick@>date: Tue, Nov 1, 2011 at 8:06 AMsubject: Re: Ideamailed-by: signed-by: Hi! I got a call from Dr.Eggers and we need to add in our names to the first page... I already did this- but all I need is your phone numbers... I will print this out again and deliver this to her today...Have a good day... JanetHey! You are 1 day closer to the start of the weekend!!!!from: Jena Martin bioteach23@ to: Janet Cadman <jlcadman@>, Amy McCormick <Amy.McCormick@>date: Mon, Nov 7, 2011 at 8:51 AMsubject: Re: IdeaHey,How is everything going with the lesson? I have parent teacher conferences this Thursday and was wondering if there was anything I could look over or complete. Hope all is going well for both of you!from: Amy McCormick Amy.McCormick@ to: "bioteach23@" <bioteach23@>cc: Amy McCormick <Amy.McCormick@>date: Wed, Nov 9, 2011 at 8:16 PMsubject: Kindergarten standardsHi!I am sending you the kindergarten technology stuff that applies by Standard.Benchmark.Indicator These are the only technology ones that apply. I don't have a science book anymore, so I can't help there. I left that for the new guy :)3.B.1. Listen to directions and use proper care when handling computer and multimedia technology4.B.1 Examine digital images in learning I will let you know when I hear from Dr. Eggers. Hope things are slowing down for you :)from: Jena Martin bioteach23@ to: Janet Cadman <jlcadman@>, Amy McCormick <Amy.McCormick@>date: Thu, Nov 10, 2011 at 7:12 AMsubject: Finalmailed-by: Hello!Janet, for the introduction I need a detailed description of the instructional setting and the subjects we used. Do you have that information somewhere? Also, what would you like to name our final? I need a name for the intro and the lesson plan. Hope you guys are doing well!from: Janet Cadman jlcadman@ to: "bioteach23@" <bioteach23@>, Amy McCormick <Amy.McCormick@>date: Mon, Nov 28, 2011 at 9:39 AMsubject: News on our researchmailed-by: signed-by: Well this isn't good... Not sure what we will have to do now...I will call her this afternoonJanetHey! You are 1 day closer to the start of the weekend!!!!Begin forwarded message:From: "Cathy Bieber Parrott" <cbieberparrott@ysu.edu>Date: November 28, 2011 9:05:06 AM ESTTo: "'Cheryl Coy'" <ckcoy@ysu.edu>, <jlcadman@>Subject: RE: #057-12Dr. Cadman, Because you will be interacting directly with the children per your response in the email below, your project is not eligible for exemption and has been placed on the agenda for full committee review scheduled for Dec 6, 2011. If you have further questions about your project, I will be in my office all this afternoon and most of tomorrow at ext 2559. If you call and you get voice mail, please leave a time and number when I can reach you so. Cathy Bieber ParrottChair, YSU IRB From: Cheryl Coy [mailto:ckcoy@ysu.edu] Sent: Tuesday, November 22, 2011 2:33 PMTo: Parrott, Cathy BieberSubject: Fwd: #057-12 -------- Original Message -------- Subject: #057-12Date: Tue, 15 Nov 2011 20:49:50 -0500From: Janet Cadman <jlcadman@>To: ckcoy@ysu.edu <ckcoy@ysu.edu> Dear Ms.Bieber Parrott, Thank you for letting us know about our project. To answer your questions: 1. Whether any of the researchers will be directly interacting with the children rather than simply receiving the data from the teacher? I will be directly interacting with the children along with the teacher in the classroom. 2. Is the science content being taught for the research the same as would be taught even if the research wasn’t being conducted or is the content only for the research project? The science content will be taught the same way that it would be even if the research was not be conducted. Before we decided on this topic, I worked with our kindergarten teacher in deciding what would be a good lesson for this project. In hope this is what you are looking for.If not, please let me know what else I can do. ThanksJanet Cadmanfrom: Janet Cadman jlcadman@ to: Amy McCormick <Amy.McCormick@>, "bioteach23@" <bioteach23@>date: Mon, Nov 28, 2011 at 3:26 PMsubject: Re: News on our researchmailed-by: signed-by: Hi!I just got off the phone with Cathy bieber parrott- she suggested that we have the teacher do the actual lesson, have the pre and post test graded blindly,I would grade them- how we would go about that is on the papers have 2 sheets 1 with the name of the student the other will be the test.. When they are ready to be graded- tear off that sheet. Also the part about the demographics- she said that if we wanted to - have the teacher- get The cognitive scores from the files- we are not allowed- illegal-Write down the scores on the test(paper without the name) keeping the classes separate- look at the comparisons of the cognitive scores and the results ... All we have to do is add an addendum to the email stating our changes- she thought with thesechanges this would be a great study to be presented and published..who knew! I am able to do those changes if we wanted to- we have to Let her know by end of this week....Let me know what you think..All aboard the crazy train time!JanetOn Nov 28, 2011, at 12:16 PM, Amy McCormick <Amy.McCormick@> wrote:yes, wonderful! I doubt we will be able to get it finished by the due date. Let me know what you find out :)from: Jena Martin bioteach23@ to: Janet Cadman <jlcadman@>, Amy McCormick <Amy.McCormick@>date: Wed, Nov 30, 2011 at 9:40 AMsubject: Re: News on our researchWhatever we have to do to get started is fine by me. I just want to get this done in case I have this baby early.from: Janet Cadman jlcadman@ to: "bioteach23@" <bioteach23@>, Amy McCormick <Amy.McCormick@>, "dr.eggers" <rmeggers@ysu.edu>date: Mon, Dec 5, 2011 at 12:16 PMsubject: Research 6945mailed-by: signed-by: Hi all! I got an email about the review- we are on the agenda for Tuesday. Keep your fingers cross... I have everything ready for the lessons to give to the teacher... I hope it goes smoothly... Jenna I hope the baby is ready to learn about action research! Don't worry about anything... I will be willing to help you with anything you need with this project!Happy Monday!Janet: Jena Martin bioteach23@ to: Janet Cadman <jlcadman@>date: Tue, Dec 6, 2011 at 7:54 PMsubject: Re: Research 6945mailed-by: That is great news! I will keep my fingers crossed!from: Janet Cadman jlcadman@ to: Jena Martin <bioteach23@>, Amy McCormick <Amy.McCormick@>date: Thu, Dec 8, 2011 at 4:01 PMsubject: Re: Research 6945mailed-by: signed-by: WE ARE APPROVED! I will forward the letter to you..I will send home the letters tomorrow and have them come back monday to begin on tuesday... . I say we contact Eggers ask her for an extension to get it all done.....jenna keep me informed what u need me to do with your part of anything...from: Janet Cadman jlcadman@ to: bioteach23@date: Thu, Dec 15, 2011 at 7:18 PMsubject: poland socio econ. informailed-by: signed-by: Let me know if this is not what you need....Have a good night... Janetfrom: Janet Cadman jlcadman@ to: Amy McCormick <Amy.McCormick@>, bioteach23@date: Sat, Dec 17, 2011 at 12:19 PMsubject: appendix informationmailed-by: signed-by: The only appendix I do not have is the approval letter... If I remember correctly it was supposed to be mailed to us. I hope it does...Enjoy the weekend!JanetOn Dec 17, 2011, at 5:26 PM, Amy McCormick <Amy.McCormick@> wrote:Janet,?I cannot find a link that singles out this girl's article and when I tried to copy and paste it, several different ways, the format is not at all like the original document. Her article starts on page 145 (which it should open to) and ends on 152 (wow, that is actually pretty short). Anyway, I am not saying it is perfect but I didn't think it was too bad for a reference.? Just click on the link and it will take you to the un-copy-able pages :)? haven't heard anything from Jena yet, but when I do I will send you her part, too, so you can look over it. ?:)AmyFrom: Jena Martin [bioteach23@]Sent: Thursday, December 22, 2011 8:47 PMTo: Amy McCormick; Janet CadmanSubject: my portion of the finalSorry it is Thursday. I have been so sick I haven't been able to move. PLEASE let me know what else I need to do/change.?I hope you both are healthy and have had a good week. Hope to hear from you soon. ?Did you get my communication log??Jenaps no baby yetRE: my portion of the finalAmy McCormickSent: Thursday, December 22, 2011 9:24 PMTo: Jena Martin [bioteach23@]You forgot to attach the document :)? I was worried again, but figured you had the baby. Sorry you are so sick! We had a good weekend away, but since then have finally succumbed to the sinus infection, so I started my antibiotics. I can't really complain though because I am not "down" with it - just wimpy.I am done with the lit review with the exception of adding in our reasons - not too much, but still have to do my other part. Got the communication log - it turned out good!? I can keep adding things to it as we finish up. Hope you feel better soon! I can't believe you haven't delivered - see, you are waiting for another holiday :)?Keep in touch!AmyHi!?I read in the APA manual today (such exciting reading...) and it said that the appendix has to be in the order that it is mentioned in the paper, which was new to me. I mean, it makes sense, but that is kind of hard to do when 3 people are writing a paper. I would just enter the name of the document and highlight it and then we can change it to Appendix whatever when the paper is done. I would think they should be in there, though, at least the mention of them.?I think I would be more specific about the assessment, maybe naming the specific ones? I don't know - there isn't much to write.? For the current research part are you just going to use the articles and references I used, or is that Janet's part? It would be the easiest to use my stuff I would think, then you wouldn't have to do any research on your own. The Kindergarten and science part of my literature review would be easy to incorporate. Those sections won't be so formal once I get to work on them again - it was a work in progress doing the quotes first, organizing them into the paragraphs, and now I have to personalize it. ?Hope that helps :)? I will be on here for a little while tonight so if you are back on and have any questions let me know!From: Jena Martin [bioteach23@]Sent: Friday, December 23, 2011 10:27 AMTo: Amy McCormick; Janet CadmanSubject: Re: paperThere were 2 sections of the lesson plan that Janet has to fill in.?Other than that, I was confused on the order of the appendix when I looked at the email. The document where they had to draw lines to the circle or cup thing I thought was the pre assessment but it says post assessment. I was going to reference the different papers in my introduction but left that out because I didn't want to write the wrong thing. Do you think I should go back and incorporate that once I know the correct order?Also in the assessment section of the lesson plan...Do you want me to go into detail? I wasn't sure what to do and did not want to reference the wrong paper from the appendix. ?Just let me know!?JenaOn Fri, Dec 23, 2011 at 7:19 AM, Amy McCormick <Amy.McCormick@> wrote:Jena,?I know you haven't had a chance to send the paper yet, but you asked for us to look over it. As long as it has the stuff on the rubric I am sure it is fine. The introduction is pretty basic, so that should be fine. There is a lot of stuff in the lesson plan, so just make sure you have:How the findings are incorporated Highlights of the research Explaining the methods and strategiesSuggestions for diverse learnersThat the IWB is used in the lesson (I would hope so!)If you have all of those sections, then you should be good to go!?I should be back on today, but I will be gone until Tuesday and probably won't be back on email until then. Hopefully you will have baby news! Good luck and Merry Christmas!?AmyMy revised finalMonday, January 2, 2012 3:16 PMFrom:"Jena Martin" <bioteach23@>HYPERLINK "**http%3A//address.mail.yab%3Fv=YM%26A=t%26simp=1%26em=bioteach23%%26fn=Jena%2BMartin%26.done=http%253A%252F%252Fus.mc393.mail.%252Fmc%252FshowMessage%253FsMid%253D24%2526filterBy%253D%2526.rand%253D279235084%2526midIndex%253D24%2526mid%253D1_12756_AKHuXkIAADuZTwIQkgV4bhWaI70%2526fromId%253Dbioteach23%%2526m%253D1_7800_AKHuXkIAAA59TwROkAVzMkkR8wE%25252C1_8696_AMDuXkIAABvdTwQnLgnH8wwefoQ%25252C1_9784_AKDuXkIAAD99TwNw3gm1fCGGccE%25252C1_10755_AKHuXkIAALITTwNwGQuOjxmnhFY%25252C1_11752_AKDuXkIAAVARTwNnXgdzSCr4rH4%25252C1_12756_AKHuXkIAADuZTwIQkgV4bhWaI70%25252C%2526sort%253Ddate%2526order%253Ddown%2526startMid%253D0%2526hash%253D96ac986c45f1a059c2d17ae67e50dde7%2526.jsrand%253D8854611%2526acrumb%253D3K%25252FSiVrgVWo%2526enc%253Dauto"View contact detailsTo:"Amy McCormick" <Amy.McCormick@>, "Janet Cadman" <jlcadman@>Since the introduction comes first, I just labeled the documents starting with Appendix A, per Amy's email about the APA format standards. Not sure if that is how you wanted it or not so I took your advice and highlighted them in case we need to change things.?Amy I hope your mom is doing well.?Janet I hope you are on the mend.?Been thinking about you both and hoping things are going well.?JenaRE: My revised finalThursday, January 5, 2012 4:54 PMFrom:"Amy McCormick" <Amy.McCormick@>HYPERLINK "**http%3A//address.mail.yab%3Fv=YM%26A=t%26simp=1%26em=Amy.McCormick%%26fn=Amy%2BMcCormick%26.done=http%253A%252F%252Fus.mc393.mail.%252Fmc%252FshowMessage%253FsMid%253D13%2526filterBy%253D%2526.rand%253D743006486%2526midIndex%253D13%2526mid%253D1_3339_AKHuXkIAAIwETwYc9QHG3Wh2qPY%2526fromId%253DAmy.McCormick%%2526m%253D1_340448_AMDuXkIAAIJVTwdRDAM2RQsxoBw%25252C1_333756_AKLuXkIAAMhlTwc9ZA6e1x1chO4%25252C1_321874_AMDuXkIAAM7STwb%25252F7QP%25252BclZ%25252BL2U%25252C1_1274_AKHuXkIAAT6RTwYsAglLzl1guF8%25252C1_2355_AMDuXkIAAKqDTwYf1wMhwFRFeCU%25252C1_3339_AKHuXkIAAIwETwYc9QHG3Wh2qPY%25252C1_4286_AKHuXkIAAHpFTwSvtwpgMCpSsB4%25252C1_5198_AKLuXkIAAMHJTwSrcAtNQmoKkWM%25252C1_6131_AKLuXkIAATd1TwS4wwMi2Gv3iaw%25252C1_7035_AKDuXkIAAO2hTwSHywNOVBHD%25252BOI%25252C1_320963_AMDuXkIAAHvDTwb5cQ64CCeXFnw%25252C%2526sort%253Ddate%2526order%253Ddown%2526startMid%253D0%2526hash%253D96ac986c45f1a059c2d17ae67e50dde7%2526.jsrand%253D2662008%2526acrumb%253D3K%25252FSiVrgVWo%2526enc%253Dauto"View contact detailsTo:"Jena Martin" <bioteach23@>, "Janet Cadman" <jlcadman@>Cc:"Amy McCormick" <Amy.McCormick@>Jena and Janet,?Hi!? Sounds good...but you didn't attach it :) However, considering the recent birth, you get a mommy brain pass on that one for sure!?I am finally getting to work on it a little. I will have time this weekend - yes I know it is due on the 11th. Don't worry - I will not let you down! I plan on having it put together and sent back to both of you by Saturday evening so you can both proof read it and make sure the appendixes match and the numbers match because I look through them really well, but there are so many specifics in this paper that I would feel much better having both of you look it over too!? Thanks :)?My mom's surgery went super actually - thank you for asking! I only ended up having to cook a bunch of food for her because she can't lift and head home because otherwise she is doing well. Her blood work is still out of whack, but that isn't anything I can help with and it isn't going to make her drop over, so she is ok on her own :)?Janet - I too hope you are recovering well!?Happy New Year to you both and I will be in touch soon!AmyFrom: Janet Cadman [jlcadman@]Sent: Wednesday, January 04, 2012 11:02 AMTo: bioteach23@; Amy McCormickCc: Amy McCormickSubject: final... i thinkHere is my part... I hope everyone is doing well...Talk to you soon.JanetRE: final... i thinkThursday, January 5, 2012 5:09 PMFrom:"Amy McCormick" <Amy.McCormick@>HYPERLINK "**http%3A//address.mail.yab%3Fv=YM%26A=t%26simp=1%26em=Amy.McCormick%%26fn=Amy%2BMcCormick%26.done=http%253A%252F%252Fus.mc393.mail.%252Fmc%252FshowMessage%253FsMid%253D12%2526filterBy%253D%2526.rand%253D1939568605%2526midIndex%253D12%2526mid%253D1_2355_AMDuXkIAAKqDTwYf1wMhwFRFeCU%2526fromId%253DAmy.McCormick%%2526m%253D1_345265_AKDuXkIAAPoHTwdfcAahEEMoQ4w%25252C1_340448_AMDuXkIAAIJVTwdRDAM2RQsxoBw%25252C1_333756_AKLuXkIAAMhlTwc9ZA6e1x1chO4%25252C1_321874_AMDuXkIAAM7STwb%25252F7QP%25252BclZ%25252BL2U%25252C1_1274_AKHuXkIAAT6RTwYsAglLzl1guF8%25252C1_2355_AMDuXkIAAKqDTwYf1wMhwFRFeCU%25252C1_3339_AKHuXkIAAIwETwYc9QHG3Wh2qPY%25252C1_4286_AKHuXkIAAHpFTwSvtwpgMCpSsB4%25252C1_5198_AKLuXkIAAMHJTwSrcAtNQmoKkWM%25252C1_6131_AKLuXkIAATd1TwS4wwMi2Gv3iaw%25252C1_7035_AKDuXkIAAO2hTwSHywNOVBHD%25252BOI%25252C%2526sort%253Ddate%2526order%253Ddown%2526startMid%253D0%2526hash%253D96ac986c45f1a059c2d17ae67e50dde7%2526.jsrand%253D5284027%2526acrumb%253D3K%25252FSiVrgVWo%2526enc%253Dauto"View contact detailsTo:"Janet Cadman" <jlcadman@>Janet,?I think the data charts I made should be in the paper - do you agree? If so, do you know whether they are Tables, Figures, or how to label them?? If you have a chance, and you do think we should include them, can you work on that part? If not that is ok - just let me know.?Thanks! AmyFrom: Janet Cadman [jlcadman@]Sent: Thursday, January 05, 2012 5:12 PMTo: Amy McCormickSubject: Re: final... i thinkYes I think they should be in the paper... I think they would be tables- what should I do to them?I will be happy to do them tomorrow.Let me know what I should do with themJanet?RE: final... i thinkThursday, January 5, 2012 6:01 PMFrom:"Amy McCormick" <Amy.McCormick@>HYPERLINK "**http%3A//address.mail.yab%3Fv=YM%26A=t%26simp=1%26em=Amy.McCormick%%26fn=Amy%2BMcCormick%26.done=http%253A%252F%252Fus.mc393.mail.%252Fmc%252FshowMessage%253FsMid%253D11%2526filterBy%253D%2526.rand%253D1483558456%2526midIndex%253D11%2526mid%253D1_1274_AKHuXkIAAT6RTwYsAglLzl1guF8%2526fromId%253DAmy.McCormick%%2526m%253D1_348889_AKDuXkIAAFsPTwdx%25252FAZmqlVMll0%25252C1_345265_AKDuXkIAAPoHTwdfcAahEEMoQ4w%25252C1_340448_AMDuXkIAAIJVTwdRDAM2RQsxoBw%25252C1_333756_AKLuXkIAAMhlTwc9ZA6e1x1chO4%25252C1_321874_AMDuXkIAAM7STwb%25252F7QP%25252BclZ%25252BL2U%25252C1_1274_AKHuXkIAAT6RTwYsAglLzl1guF8%25252C1_2355_AMDuXkIAAKqDTwYf1wMhwFRFeCU%25252C1_3339_AKHuXkIAAIwETwYc9QHG3Wh2qPY%25252C1_4286_AKHuXkIAAHpFTwSvtwpgMCpSsB4%25252C1_5198_AKLuXkIAAMHJTwSrcAtNQmoKkWM%25252C1_6131_AKLuXkIAATd1TwS4wwMi2Gv3iaw%25252C%2526sort%253Ddate%2526order%253Ddown%2526startMid%253D0%2526hash%253D96ac986c45f1a059c2d17ae67e50dde7%2526.jsrand%253D6164751%2526acrumb%253D3K%25252FSiVrgVWo%2526enc%253Dauto"View contact detailsTo:"Janet Cadman" <jlcadman@>I don't know what to do with them without looking it up in the APA manual. Do you have that?? If not I can look it up and do it without a problem. I was fighting with getting the Appendicies in the paper - that made me crabby so I asked you about the tables :) ................
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