The Interactive Whiteboards, Pedagogy and Pupil Performance ...

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3.5 Statistical Analysis of Pupil Attainment Data: Data Sources, Collection and Processing A small scale study explored the impact of the increase in IWB acquisition on pupil performance in the core subjects using data on the number of IWBs in departments in October 2003 and October 2004 and timetable data collected directly from schools. These were combined with pupil-level attainment data from the National Pupil Database. This combination of data was successfully collected for 9% of London schools The data were used in separate sets of regressions to analyse whether changes in the ‘value-added’ achieved at school level, at teacher level and by departments at KS3 and KS4 between 2003/04 and 2004/05 could be due to the increase in the number of IWBs in departments. The small scale study concluded that there was no evidence of any impact, positive or negative, of increased IWBs in subject departments on attainment at KS3 and KS4 in Maths, Science and English. This conclusion was corroborated by estimating the change in London schools’ value added in these subjects between 2004 and 2005. The positive and negative changes in some of the subject value added estimates found in the small scale study mirrored the general trend in value added changes between the two years for London schools compared to schools nationally. Full details of the analysis will be found in Section 8 18
4. SWE IN ITS CONTEXT OF IMPLEMENTATION This section examines the range of contextual factors that helped shape the introduction of IWBs to core subject departments in London secondary schools as part of the SWE scheme and identifies some of the key decisions taken at the outset of the scheme that influenced implementation. The section draws on both case study and survey data. 4.1 The Policy Context Funding for the London Challenge element of the SWE scheme was announced in Jan 2004 by then Secretary of State, Charles Clarke (Clarke, 2004) with the money to be spent in that academic year. This added to monies already committed for the same purpose and announced by Stephen Twigg in Nov 2003 (DfES, 2004) as part of a wider move to invest in the infrastructure of London schools as part of the London Challenge initiative. The funding was designed to fully equip at least one of the three core subject departments of Maths, Science or English in each London secondary school with IWBs. The SWE funding stream did not include money for training. Operational training was assumed to be available from suppliers at point of purchase; whilst pedagogical training was initially expected to be provided either by CLCs, as part of their role in leading teaching in an ICT rich environment; or by software suppliers (Becta, 2004b). KS3 consultants were intended to contribute to this overall pattern of support, but no monies were committed to training or equipping them as part of the SWE package. It was anticipated that funding to pay for the necessary support would be available at school level as part of existing budgets for in-service training. In addition, schools became able to commit some of the standards funding for ICT to Hands on Support training from 2004/5. The impact of these assumptions on the pattern of support for IWB use will be explored in more detail in section 7 below. 4.2 Impact on Supply Data from the baseline survey (See Annex C) show that the funding substantially altered the pattern of secondary school spending on IWBs in London. More precisely: • SWE funding doubled the number of IWBs deployed in schools; • SWE funding substantially increased the deployment of IWBs in Maths, Science and English. Without SWE funding, the vast majority of IWBs in schools would be deployed in other subject areas. (Figures 2 & 3 in Allen, 2005, Annex B); • Maths and Science departments were the main beneficiaries of SWE funding, with English lagging some way behind; 19
Page 1 and 2: RESEARCH The Interactive Whiteboard
Page 4 and 5: CONTENTS EXECUTIVE SUMMARY ……
Page 6 and 7: EXECUTIVE SUMMARY AIMS AND METHODS
Page 8 and 9: substantially enhance the use of IW
Page 10 and 11: Observations for this project sugge
Page 12 and 13: 1. THE STRUCTURE OF THIS REPORT Thi
Page 14 and 15: 2003). Whilst many of the factors t
Page 16 and 17: A range of data was collected in ea
Page 18 and 19: 3.2.4 Pupil Focus Groups Focus grou
Page 22 and 23: • Reasons given for the choice of
Page 24 and 25: 5. FINDINGS: THE IMPACT OF THE INTR
Page 26 and 27: colleagues or using commercial soft
Page 28 and 29: textbooks or worksheets. This is tr
Page 30 and 31: 5.3 How the Available Resources Sha
Page 32 and 33: Illustrative Case Study. Example: T
Page 34 and 35: Illustrative Case Study. Example: U
Page 36 and 37: Illustrative Case Study. Example A
Page 38 and 39: Illustrative Case study. Example B
Page 40 and 41: Illustrative Case Study. Example C
Page 42 and 43: • Familiarise themselves with the
Page 44 and 45: were aware of this dimension and ha
Page 46 and 47: is not good, if the students aren
Page 48 and 49: 5.9.2 Teachers’ use of Multi-Medi
Page 50 and 51: Figure 8: Frequency of using IWB by
Page 52 and 53: Science classroom that map onto exi
Page 54 and 55: long run. Few teachers however curr
Page 56 and 57: On the negative side, a sizable min
Page 58 and 59: These kinds of difficulties can be
Page 60 and 61: change in their own setting. Others
Page 62 and 63: a number of schools is for us a sec
Page 64 and 65: Table 1: Key School-Level Statistic
Page 66 and 67: 8.1.2. Difference-in-Differences (S
Page 68 and 69: 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
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Table 8: Allocation of LC funding t
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Can perceptions of ICT resources in
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Figure 16: Number of IWBs in Maths
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schools have done this) and 100 mea
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Use of IWBs in Science Departments
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department feels all six areas are
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Use of IWBs in English Departments
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The training needs of English depar
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Annex D Analysis of the IWB Teacher
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Figure 3: Type of interactive white
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Reported Frequency of IWB Use by Te
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Figure 8: Frequency of using IWB by
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How are Teachers using their IWB? A
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Figure 14: Ease of finding suitable
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What type of IWB training have teac
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investment of time to integrate int
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Many of the newer teachers do not a
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Figure 25: Statements which the hig
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eport IWBs are used hardly ever or
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Table 2: Positive Statements: Perce
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2. 3.3 Response to technology. Tabl
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Annex F: Survey Instruments 1. The
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PERFORMANCE: AN EVALUATION Baseline
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Room Subject Source of funding Date
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INTERACTIVE WHITEBOARDS, PEDAGOGY A
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2. The pupil survey INTERACTIVE WHI
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