The Interactive Whiteboards, Pedagogy and Pupil Performance ...

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Can perceptions of ICT resources in schools explain the decision to choose the department Just 25 of the 179 schools answering this section of the survey felt their ICT resources were less good than other London secondary schools, as shown in Figure 13. Figure 13: Perception of ICT provision relative to other schools Not so good 15% Better than most 39% Same as most schools 46% 16 of the 25 schools who viewed their ICT provision as ‘less good’ installed the IWBs in Maths and/or Science departments, reinforcing the view that having IWBs in Maths and Science is more essential than for English. Figure 14: Department choice and view of ICT provision Department receiving funding Better ICT provision Same ICT provision Less good ICT provision Total Maths only 9 23 7 39 Science only 18 14 6 38 English only 6 12 3 21 Other dept only 2 4 1 7 Maths and Science 9 7 3 19 Maths and English 5 4 1 10 Science and English 3 0 0 3 Other combinations 14 14 4 32 Total 66 78 25 169 Can deployment decision be explained by existing IWB provision? Of the 105 schools who chose to give their LC funding to only one department, 21 of these chose the English department. Figure 15 shows that these 21 schools must have had superior existing IWB provision – the mean average intensity ratio at these schools is 36 pupils / IWB. This reinforces the view that provision of IWBs in Maths and Science departments is seen as more essential than in English departments, which tend to be equipped last. 112
Figure 15: Association between deployment decision and IWB provision at school 70 60 Pupil / IWB intensity ratio 50 40 30 20 10 0 English only Maths only Science only Subject area receiving funding Use of IWBs in Maths Departments How many Maths departments currently have IWBs installed? Just ten of the 181 Maths departments answering the questions about their department’s IWB provision said they did not have any IWBs installed. Those 10 schools had used their LC funding for Science or English; they did not have a consistently negative view of their overall ICT provision. 8 Figure 16 shows the number of IWBs reported as being in Maths teaching classrooms by an overall school administrator for 200 schools. Interestingly, 38 schools did not enter any of their IWBs as being in Maths classrooms. However, this is likely to overstate the actual number of Maths classrooms without any IWBs. 8 181 Maths departments believed they received new IWBs as part of LC, yet according to headteachers/ICT coordinators 103 Maths departments received funding. The integrity of the data should not be viewed as an issue: it is entirely possible that the head of Mathswas not aware of the source of funding for new IWBs in the department 113
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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
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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 112 and 113: Table 8: Allocation of LC funding t
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
Page 162 and 163: 2. The pupil survey INTERACTIVE WHI
Page 164:
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