Technology at the Beginning of the 21st Century: Using an Interactive Whiteboard in Elementary Art Education

This study examined whether art lessons, provided using an Interactive Whiteboard (IWB), were effective in transferring learning to a diverse student population. The descriptive investigation focused on three main areas; the impact of the IWB on student learning, the time invested in integrating the IWB, and the compatibility of the IWB with my teaching style. The research took place over fourteen weeks starting in late August, 2006, and continued in my art room during the first quarter of the school year. Data were collected through daily journal entries, video taped lessons and interviews. Although long hours were required for training and creating IWB lessons, student participation increased by 60% and the active learning produced deeper understanding and retention of the lessons. Utilization of the SMART Board (TM) facilitated whole group learning by accommodating diverse learning styles and student needs.

Name thesis:degree_name

Master of Art Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Art Education

Year dc:date.available

2007

Author dc:creator

• Kocen, Nancy G.

Contributors dc:contributor

• Dr. Nancy Lampert

• interactive technology
• art lesson
• diversity
• experiential learning
• teaching
• learning
• curriculum
• Art Education
• Education

Statement dc:rights

• © The Author

Identifier

https://scholarscompass.vcu.edu/etd/1120

OAI identifier oai:identifier

oai:scholarscompass.vcu.edu:etd-2119