The Interactive Whiteboards, Pedagogy and Pupil Performance ...

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Table 8: Allocation of LC funding to departments Total departments receiving IWBs Department received all LC funding Funding shared with other departments Maths 103 40 63 Science 100 41 59 English 74 22 52 Other subjects 18 7 11 Figure 11: Combinations of departments receiving the LC funding Maths only 40 Science only 41 English only 22 Other department 7 Maths and science 19 Maths and English 11 Science and English 4 Other combinations 32 Why was this department chosen to receive LC funding? There was no consistent pattern in the reason for choosing which department received the LC funding for new IWBs. The most common reason selected (of the six options given) was that the curriculum in that subject area was deemed most likely to benefit from the use of interactive whiteboards (27%). 16% of schools used the funding to fully equip an already partially equipped department; 15% of heads/head of ICT thought staff in that department would make best use of the IWBs; 16% wanted to enhance an already successful department (see Figure 12). 110
Figure 12: Most important reason given for choosing department Other reason 16.3% Fully equip dept 16.3% Classroom facilities Less well equipped .7% 8.9% Staff make best use 14.8% Curriculum suitable 27.4% Successful dept 15.6% The combination of a relatively small sample, a wide variety of reasons cited and many different combinations of deployment decisions make it difficult to make statistically significant inferences about the department chosen for funding and reasons given. However, Table 9 does show that headteachers and ICT coordinators returning the survey tend to hold the conventional view about IWBs that they are more suitable for a Maths or Science curriculum. The survey data also implies that English department are less well-equipped than Maths or Science classrooms in the typical London secondary school, and that some Maths and Science departments will now have IWBs in every classroom. Table 9: The relationship between choice of department and reason given for choice Fully equip dept Best classroom facilities Curriculum suitability Reason for choice Successful departmen t make good use of IWBs Less well equipped Other reasons Department Total Maths only 8 0 11 8 9 1 2 39 Science only 6 1 12 3 9 0 3 34 English only 1 0 1 5 3 9 2 21 Other dept only 0 1 0 2 1 0 2 6 Maths and Science Maths and English Science and English Other combinations 0 0 7 1 0 1 6 15 1 0 2 0 2 2 4 11 1 0 0 1 0 1 0 3 8 0 5 4 2 0 8 27 111
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RESEARCH The Interactive Whiteboard
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CONTENTS EXECUTIVE SUMMARY ……
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EXECUTIVE SUMMARY AIMS AND METHODS
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substantially enhance the use of IW
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Observations for this project sugge
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1. THE STRUCTURE OF THIS REPORT Thi
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2003). Whilst many of the factors t
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A range of data was collected in ea
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3.2.4 Pupil Focus Groups Focus grou
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3.5 Statistical Analysis of Pupil A
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• Reasons given for the choice of
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5. FINDINGS: THE IMPACT OF THE INTR
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colleagues or using commercial soft
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textbooks or worksheets. This is tr
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5.3 How the Available Resources Sha
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Illustrative Case Study. Example: T
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Illustrative Case Study. Example: U
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Illustrative Case Study. Example A
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Illustrative Case study. Example B
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Illustrative Case Study. Example C
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• Familiarise themselves with the
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were aware of this dimension and ha
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is not good, if the students aren
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5.9.2 Teachers’ use of Multi-Medi
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Figure 8: Frequency of using IWB by
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Science classroom that map onto exi
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long run. Few teachers however curr
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On the negative side, a sizable min
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These kinds of difficulties can be
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change in their own setting. Others
Page 62 and 63: a number of schools is for us a sec
Page 64 and 65: Table 1: Key School-Level Statistic
Page 66 and 67: 8.1.2. Difference-in-Differences (S
Page 68 and 69: Table 5 sets out the same type of r
Page 70 and 71: unlikely that right-hand censoring
Page 72 and 73: 8.1.4 Difference-in-Differences (Be
Page 74 and 75: 8.1.5 Discussion Overall, this stat
Page 76 and 77: figure; the mean percentages of pup
Page 78 and 79: Conclusion The larger scale survey
Page 80 and 81: Smith, H.J., Higgins, S., Wall, K.,
Page 82 and 83: schools. These were combined with p
Page 84 and 85: elevant hard and software and the r
Page 86 and 87: Within government generally, where
Page 88 and 89: Yet if there is little doubt in pol
Page 90 and 91: overhead projector (OHPs) (Though,
Page 92 and 93: intention to equip all children wit
Page 94 and 95: technology in much the same terms (
Page 96 and 97: In some lessons with IWBs these tec
Page 98 and 99: use shows considerable variation in
Page 100 and 101: Glover, D. & Miller, D. (2001) "Run
Page 102 and 103: Annex C Analysis of the IWB Baselin
Page 104 and 105: Table 7: Number of IWBs by Departme
Page 106 and 107: Figure 3: Funding source by subject
Page 108 and 109: Figure 7: Sources of funding after
Page 110 and 111: Are perceptions of ICT consistent w
Page 114 and 115: Can perceptions of ICT resources in
Page 116 and 117: Figure 16: Number of IWBs in Maths
Page 118 and 119: schools have done this) and 100 mea
Page 120 and 121: Use of IWBs in Science Departments
Page 122 and 123: department feels all six areas are
Page 124 and 125: Use of IWBs in English Departments
Page 126 and 127: The training needs of English depar
Page 128 and 129: Annex D Analysis of the IWB Teacher
Page 130 and 131: Figure 3: Type of interactive white
Page 132 and 133: Reported Frequency of IWB Use by Te
Page 134 and 135: Figure 8: Frequency of using IWB by
Page 136 and 137: How are Teachers using their IWB? A
Page 138 and 139: Figure 14: Ease of finding suitable
Page 140 and 141: What type of IWB training have teac
Page 142 and 143: investment of time to integrate int
Page 144 and 145: Many of the newer teachers do not a
Page 146 and 147: Figure 25: Statements which the hig
Page 148 and 149: eport IWBs are used hardly ever or
Page 150 and 151: Table 2: Positive Statements: Perce
Page 152 and 153: 2. 3.3 Response to technology. Tabl
Page 154 and 155: Annex F: Survey Instruments 1. The
Page 156 and 157: PERFORMANCE: AN EVALUATION Baseline
Page 158 and 159: Room Subject Source of funding Date
Page 160 and 161: INTERACTIVE WHITEBOARDS, PEDAGOGY A
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2. The pupil survey INTERACTIVE WHI
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