The Interactive Whiteboards, Pedagogy and Pupil Performance ...

Table 10: Training already undertaken in Maths departments
Undertaken
already
39 (20% of
Building confidence in the use of IWB schools)
11 (6% of
Appropriate use of IWB
Internet and multimedia resources with
IWB
Pupils with learning difficulties
Efficient planning
Developing whole class teaching
schools)
6 (3% of
schools)
6 (3% of
schools)
14 (7% of
schools)
12 (6% of
schools)
What is the highest IWB training priority in Maths departments?
Where training had not already been carried out, Heads of Departments were asked
to categorise the six specific training types as being ‘high priority’, ‘medium priority’
or ‘low priority’. Figure 17 shows the IWB training priorities for Maths departments.
The general picture is that departments feel they need training in all areas of using
IWBs. More than two-thirds of Maths departments cite the basic training in the
appropriate use of IWBs to support subject teaching and learning as being a high
priority. Approximately half of all departments view training in whole class teaching
using the IWB as a high priority.
Figure 17: Training Priorities in Maths
100%
90%
80%
70%
High priority
60%
50%
40%
Medium
prioirity
30%
20%
Low priority
10%
0%
Building
confidence in
the use of IWB
Appropriate
use of IWB
Internet and
multimedia
resources with
IWB
Pupils with
learning
difficulties
Efficient
planning
Developing
whole class
teaching
Undertaken
already
The training needs of Maths departments can be ranked on a scale between 0 and
100, where zero means the school has already undertaken training in all six areas (2
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