The Interactive Whiteboards, Pedagogy and Pupil Performance ...

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Use of IWBs in Science Departments How many Science departments currently have IWBs installed? Twelve of the 178 Science departments answering this question did not have any IWBs installed. Those 12 schools had used their LC funding for Maths or English classrooms; they did not have a consistently negative view of their overall ICT provision. Figure 20 shows the number of IWBs reported as being in Science teaching classrooms by an overall school administrator for 200 schools. As with Maths, 38 school administrators did not enter any IWBs as being in Science classrooms, but this may not mean that these 38 departments do not have any in reality. Figure 20: Number of IWBs in Science departments Frequency 0 10 20 30 40 0 5 10 15 IWBs in science dept in school The average number of IWBs in Science departments is now 5.8 (for those who report having at least one IWB 10 ). This is a slightly higher figure than for Maths, but may be a lower proportion of classrooms since schools tend to have more Science classrooms than Maths classrooms. In October 2003 just 0.5 IWBs per Science department were reported and 62% of all IWB provision in Science departments is reported as coming from LC funds. What IWB training has been undertaken so far? Little whole department training in IWB use has taken place in Science department so far, with less than one-fifth of departments reporting having undertaken basic training in ‘building confidence with the use of IWBs’, as shown in Table 12. 10 The 30 schools who have not reported the full locations of their IWBs are ignored for these statistics since it is not clear whether the actual figure should be zero or not. 118
Table 12: Training already undertaken by Science departments Undertaken already 31 (16% 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) 12 (6% of schools) 6 (3% of schools) 6 (3% of schools) 8 (4% of schools) What is the highest IWB training priority in Science departments? The general pattern of responses to questions about training is almost identical in Maths and Science departments, with most training areas citied as a high or medium priority in most departments. More than half view training in whole class teaching using the IWB as a high priority, as shown in Figure 21. Figure 21: Training priorities in Science 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 Science departments has been ranked on a scale between 0 and 100, where zero means the school’s Science department has already undertaken training in all six areas (3 schools have done this) and 100 means the 119
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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
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Table 1: Key School-Level Statistic
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8.1.2. Difference-in-Differences (S
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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 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 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: Copies of this publication can be o
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