The Interactive Whiteboards, Pedagogy and Pupil Performance ...

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How are Teachers using their IWB? Although teachers report using a wide range of features of the technology, (see figure 11), some features that might be regarded as having wide application across a range of subject areas remain relatively infrequently used. Thus 76% of teachers claim their IWB is connected to the school network, yet only 26% of teachers report that they generally download materials directly from the network. Whilst the rest of the teachers may well be storing their materials directly on their laptop or a memory stick, this may also reflect wider difficulties in building up a shared departmental IWB resource both at this stage of the technology roll-out and also in relation to existing school level practices. (Case study data showed that procedures in some schools made it difficult to use the school network in this way.) Similarly, 84% of teachers reported having an IWB that is connected to the internet, but many are unlikely to be regularly accessing the Internet during lessons, with just 11% reporting they often visit subject web-sites and 13% reporting that they use a search engine. Figure 11: Percentage of teachers using features during most or every lesson Preload pages 44% Drag or hide Colour, shading and highlighting Download images or sounds Annotate and save Revisit materials 34% 32% 31% 42% 42% Download from school network Subject specific software 26% 25% Search engine Movement or animation Subject web-sites National Curriculum materials 13% 13% 11% 8% Figure 12 suggests that the teachers who describe themselves as beginners have not yet begun to fully discover the external IWB resources that are available to them. They are generally not yet accessing National Curriculum materials, subject specific software, search engines and subject web-sites. This suggests that where these beginners are using the IWB, they are creating their own resources. This may be consistent with the literature which suggests that in the first instance IWB use matches onto existing pedagogic practice. 134
Figure 12: Percentage of self-reported beginners who never or hardly ever use feature Movement or animation 89% National Curriculum materials 84% Subject specific software Search engine Colour, shading and highlighting Subject web-sites Annotate and save Preload pages Revisit materials Download from school network Drag or hide 70% 62% 58% 52% 50% 47% 40% 40% 35% Download images or sounds 25% Where do Teachers get IWB Resources From? Most teachers report that they have created their own resources to use on the IWB (see figure 13). Teachers often report that they are using Internet websites as a resource. However, less than half of all teachers are sourcing their IWB resources from other colleagues or using commercial software. This all suggests that the use of IWBs in departments still rests mainly at the level of the individual teacher, with less evidence of department-wide schemes of work or shared departmental resource banks being built up. However, this is consistent with the point in the policy cycle reached at the time of the survey. Figure 13: Percentage of teachers using IWB resources Prepared own resources 78% Used internet websites 64% Used colleague's resources 45% Used commercial software 42% Just under a third of teachers report that they are finding it difficult to find suitable IWB resources (see figure 14). A similar number report that they find it easy to find resources. 135
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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
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unlikely that right-hand censoring
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8.1.4 Difference-in-Differences (Be
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8.1.5 Discussion Overall, this stat
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figure; the mean percentages of pup
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Conclusion The larger scale survey
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Smith, H.J., Higgins, S., Wall, K.,
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schools. These were combined with p
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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 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 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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