The Interactive Whiteboards, Pedagogy and Pupil Performance ...

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INTERACTIVE WHITEBOARDS, PEDAGOGY AND PUPIL PERFORMANCE: AN EVALUATION Baseline Survey of London Secondary Schools Section 3 - Part 2: Interactive whiteboards in the context of your department For the Head of the Maths/Science/English Department This will take approximately 3 minutes Please use this section to tell us about the use of interactive whiteboards within your Department. 1. Has your department got any Interactive Whiteboards (IWB)? Yes [ ] No [ ] (If NO please sign and return to the school administrator) 2. Were any of the IWBs funded by the London Challenge / Schools Interactive Whiteboards Extension Funding (SWE)? Yes [ ] No [ ] 3. Read the following list of 6 potential in-service training sessions on the use of Interactive Whiteboards (IWBs). Tick the box to show how relevant each session is for your department in the light of your current staff training needs. i) Building confidence in the use of IWB technology. Including familiarisation with the key tools; use of "flipchart" access and navigation; and introduction to a range of software applications. High priority [ ] Medium priority [ ] Low priority [ ] Undertaken already [ ] ii) The appropriate use of IWBs to support subject teaching and learning. Including how IWBs can enhance subject teaching; the opportunity to plan and make your own classroom activities and/or materials suitable for use in the classroom; pedagogical guidance on using available resources to support specific curriculum topics High priority [ ] Medium priority [ ] Low priority [ ] Undertaken already [ ] iii) Using internet and multi-media resources with IWBs. Including technical and pedagogical guidance on using resources from the internet: how to create, annotate and save IWB files; import images, sound and video; download video clips, synchronise web pages and add hyperlinks. High priority [ ] Medium priority [ ] Low priority [ ] Undertaken already [ ] Continued Overleaf 158
iv) Using IWBs to support pupils with Learning Difficulties. Including how to support mixed learning styles - visual, aural and kinetic – with IWB resources; reinforcing learning and enhancing pupil motivation through making learning fun. High priority [ ] Medium priority [ ] Low priority [ ] Undertaken already [ ] v) Efficient planning with IWBs. Including how to use IWBs to develop centralised departmental resources; audit pupil learning; re-cap on previous lessons by saving and archiving notes, lesson sequences and diagrams. High priority [ ] Medium priority [ ] Low priority [ ] Undertaken already [ ] vi) Developing a more interactive whole class teaching style with IWBs. Including how to exploit the interactive potential of IWBs by developing teaching materials and strategies which involve children as active participants during lesson time. High priority [ ] Medium priority [ ] Low priority [ ] Undertaken already [ ] 2) How often do teachers in your department use IWB in their lessons during the week? Never [ ] Hardly ever [ ] Some [ ] lessons Most [ ] lessons Every [ ] lesson Please sign and return this questionnaire to your school administrator by November 15 th Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Department: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Job title: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ School: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 159
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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
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overhead projector (OHPs) (Though,
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intention to equip all children wit
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technology in much the same terms (
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In some lessons with IWBs these tec
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use shows considerable variation in
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Glover, D. & Miller, D. (2001) "Run
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Annex C Analysis of the IWB Baselin
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Table 7: Number of IWBs by Departme
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Figure 3: Funding source by subject
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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 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 162 and 163: 2. The pupil survey INTERACTIVE WHI
Page 164: Copies of this publication can be o
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