The Interactive Whiteboards, Pedagogy and Pupil Performance ...

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2. The pupil survey INTERACTIVE WHITEBOARD STUDENT SURVEY This questionnaire is part of a study of interactive whiteboards. Your answers will help us decide how they can best be used for teaching and learning. The questionnaire will only take about 5 minutes to complete. Your answers will be kept completely private. 1. Your name:…………………………………………... 2. Gender. Please tick as appropriate Male [ ] Female [ ] 3. Your School:………………………………………… 4. Subject: MATHS 5. Name of your teacher(s): ……………………………………….. 6. During an average week in your school, how often are interactive whiteboards (IWBs) used in these subjects. Please tick one box in each row. Every lesson Most lessons Some lessons Hardly ever Never Maths [ ] [ ] [ ] [ ] [ ] Science [ ] [ ] [ ] [ ] [ ] English [ ] [ ] [ ] [ ] [ ] 6. If you have interactive whiteboards (IWBs) in these subjects, do you or any other students go up to the IWB to use it during the lesson? Please tick as appropriate. Yes No Maths [ ] [ ] Science [ ] [ ] English [ ] [ ] If yes, what did you use it for? (writing; drag and drop; etc) PLEASE TURN OVER 160
7. How far do you agree with the following statements? Please tick one box in each row Neutral Disagree Strongly agree Strongly disagree Agree I learn more when my teacher uses an IWB. [ ] [ ] [ ] [ ] [ ] I dislike going out to the front to use the whiteboard [ ] [ ] [ ] [ ] [ ] It is easier to understand the work when my teacher uses an IWB [ ] [ ] [ ] [ ] [ ] IWBs make learning more interesting and exciting [ ] [ ] [ ] [ ] [ ] I think teachers go too fast when they use the IWB [ ] [ ] [ ] [ ] [ ] I think students behave better in lessons with IWBs [ ] [ ] [ ] [ ] [ ] I think IWBs make the teacher’s drawings and diagrams easier to see [ ] [ ] [ ] [ ] [ ] Teachers teach just the same with or without an IWB [ ] [ ] [ ] [ ] [ ] I prefer lessons which are taught with an IWB [ ] [ ] [ ] [ ] [ ] IWBs makes it easy for the teacher to repeat, reexplain, and summarise [ ] [ ] [ ] [ ] [ ] I would work harder if my teacher used the IWB more often [ ] [ ] [ ] [ ] [ ] IWBs often break down and this wastes time [ ] [ ] [ ] [ ] [ ] I think teachers’ lessons are more prepared and organised when they use an IWB [ ] [ ] [ ] [ ] [ ] I think IWBs are difficult to use [ ] [ ] [ ] [ ] [ ] We get to join in lessons more when my teacher uses an IWB [ ] [ ] [ ] [ ] [ ] I concentrate better in class when an interactive whiteboard is used [ ] [ ] [ ] [ ] [ ] Thank you very much for your help! 161
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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
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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 160 and 161: INTERACTIVE WHITEBOARDS, PEDAGOGY A
Page 164: Copies of this publication can be o
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