Literature+Review


 * Literature Review**

There are many periodicals that discuss and compare technology to student achievement. One journal referred to current students as the “Net Generation”. Students from the net generation have grown up in a digital world and as learners they expect to use technology to their advantage (Williams and Chinn, 2009). Educators have a new responsibility to incorporate technology into their lessons. With an emphasis on standards, assessment, and the need for data-driven decision making in today’s educational climate, it appears to be even more important to utilize technology efficiently and effectively in the classroom (Wright and Wilson, 2009). One important way to accomplish this goal is to provide professional development for educators. Consistent professional development is essential to developing new and innovative technology integration strategies (Wright and Wilson, 2009). A teacher can have all the technology there is possible, but if that teacher does not know how to use it properly, then the desired learning outcomes will not be apparent.

In today’s classroom a variety of technologies can also be used to enhance active learning opportunities (Williams and Chinn, 2009). One popular device that is entering schools is the interactive whiteboard. This tool allows for more student involvement during lessons. Students are able to touch, move, and write on the board to keep them engaged. One of the most widely claimed advantages of interactive whiteboards is that they were seen to motivate pupils, with resulting improvement in attention and behavior (Beeland, 2002). But o nce again, teachers need to be properly trained on how to use this tool. A common theme throughout discussions of interactive whiteboards is that teacher proficiency with the technology is a key factor in determining the effectiveness of its application in classrooms (Holmes, 2009). There have been studies that show the impact of effective interactive whiteboard use towards increasing student success. CEO and cofounder, Dr. Bob Marzano, of Marzano Research Laboratory in Englewood, Colorado, mentioned in a keynote speech that an experienced teacher who uses an interactive whiteboard effectively can predict more than a 30 percentile gain in average student achievement (Marzano, 2009).

Good teaching remains good teaching with or without the technology; the technology might enhance the pedagogy only if the teachers and pupils engaged with it and understood its potential in such a way that the technology is not seen as an end in itself but as another pedagogical means to achieve teaching and learning goals (Higgins, Beauchamp, Miller, 2007). Just having a SMART Board installed in a classroom does not automatically make students learn. As a technology initiative, teachers at Perryville High School will be trained to effectively integrate interactive white board technology in their lessons. With current technology and ongoing professional development, educators can continue to impact student success and prepare them for the future workforce.