The Interactive Whiteboards, Pedagogy and Pupil Performance ...

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What type of IWB training have teachers completed? Where formal IWB training has taken place, it is training in basic skills: using the IWB’s key tools and basic familiarisation with dedicated IWB software (see figure 17). Approximately one in ten teachers answering the survey report they have received training in the more complex features of the IWB. It is notable that very little of the formal training carried out so far has provided a forum for teachers to think about how the use of the IWB could potentially alter their pedagogical teaching style in more fundamental ways. Figure 17: Percentage of teachers undertaking formal IWB training Connecting computer to IWB & operating projector Familiarisation with IWB key tools Guide to solving more common technical difficulties IWB basic features 12% 20% 42% Familiarisation with IWB dedicated software Familiarisation with IWB subject specific resources Bookmarking resources from the internet Import images, sounds and video into own text Downloading video clips IWB resources 9% Using the Internet with IWB resources 10% 11% 6% 46% Supporting mixed learning styles with IWBs Reinforcing learning with IWBs Pedagogical training 5% 6% Enhancing pupil motivation with IWBs Encouraging an interactive teaching style 9% 14% Planning with IWBs Re-cap on previous lessons Creating lessons sequences and diagrams Making a school based resource bank 7% 9% 11% 138
Figure 18 investigates training in pedagogy and planning in more detail. Many teachers do report that they are ‘self taught’ in the more pedagogical aspects of the IWB. This could imply that many teachers do not feel they need specific training in these areas. However, this leaves open how many of these teachers may have actually adapted their pedagogical teaching style since the introduction of IWBs. By contrast, around a third of teachers are reporting that they have had no training in pedagogical aspects of the IWB. It is these teachers who may need additional support in learning how to use the IWB to enhance their teaching. Figure 18: IWB training for pedagogy and planning Supporting a mixed learning style with IWBs Reinforcing learning with IWBs Formally trained Informally trained Self taught None Enhancing pupil motivation with IWBs Encouraging an interactive teaching style Re-cap on previous lessons by saving and archiving notes Creating lesson sequences and diagrams Making a school-based resource bank 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Figure 19 emphasises the extent to which most teachers prefer informal training in IWBs. This includes self-teaching methods such as trial and error and asking colleagues for help with specific tasks. Three-quarter of teachers also report that they find departmental training in IWBs to be useful. This departmental training can be directed to very specific goals or areas of the curriculum with a body of teachers agreeing where an IWB resource should be integrated into specific areas of the department scheme of work. It is also possible that departmental training may be more likely to demonstrate uses of the IWB that do not disrupt existing schemes of work and the pedagogical approaches that are implicit in them. These responses do reveal some of the inherent tensions involved in using formal training as the main means of disseminating good practice with IWBs. Teachers’ clear preference is for training on a ‘need to know’ basis which can accommodate to their existing working patterns. Whilst formal training has the potential to demonstrate uses for the IWB that require a more radical departure from existing teaching, teachers may see it as disruptive, less useful and requiring a significant 139
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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
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Within government generally, where
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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 136 and 137: How are Teachers using their IWB? A
Page 138 and 139: Figure 14: Ease of finding suitable
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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