School of Education
Doctor of Education (EdD)
David E Holder
Primary Subject Area
Education, Curriculum and Instruction; Education, Teacher Training; Education, Technology
instruction, interactive technology, teacher education
K-12 teachers lack training in best practices of interactive lesson development. It is essential that teachers utilize interactive whiteboards effectively. Using a collaborative mentor training, this factorial between-within groups study investigated how student achievement was impacted when teachers applied a set of effective interactive technology methods to math lessons. The research population consisted of 18 teachers randomly assigned training, with 311 elementary students. The study found a significant difference between feature-trained and non-feature-trained teacher instructional practices and student test scores for the two teacher groups. Statistical significance was also found for the interaction effect of teacher groups and observation rubric scores, the within-groups difference of mean scores pre-intervention to post-intervention, and mean observation rubric scores between the teacher groups.