The Interactive Whiteboards, Pedagogy and Pupil Performance ...

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5. FINDINGS: THE IMPACT OF THE INTRODUCTION OF IWBs ON TEACHING AND LEARNING This section examines the impact of IWBs on teaching and learning using data that was collected as part of the case studies (See section 3.2 above) and via the extended teacher survey issued towards the end of this project (See Annex D). The research tools were designed to both capture and explore any differences in use of IWBs in the classrooms observed, including any differences between core subjects departments and/or between individual teachers, and in comparison to other technologies. Analysis focused on how the potential of the IWB technology was recognised and exploited in the classroom and the obstacles encountered and overcome in realising this potential. For the purposes of this report, the potential of the technology is taken to include: different ways of accessing and combining a range of textual resources (image, sound and writing); different ways of pacing their use; the possibility of enhancing techniques for interactive whole class teaching and/or student participation and control over their own learning; the emergence of new forms of text and text manipulation; the emergence of new modes of learning; and the possibility of re-shaping or enhancing the use of other technologies. The section is divided into three parts. Part One, The Use of IWB Resources, outlines the variation in use observed in the case studies and focuses on the range of resources which seemed to influence teacher and pupil interaction with the board. This includes the kinds of texts that were displayed on the board, and the features they incorporated eg hyperlinks; text sequencing; animation. It also considers the range of peripherals we observed and the contribution they made to how the board was used, in particular the opportunities they gave for different kinds of classroom interaction. Part Two, Developing Pedagogy and the Impact on Pupils' Learning, explores the range of pedagogic practice observed with IWBs with a particular focus on three key themes in the literature, widely identified as particular strengths of the technology: its capacity to enhance interactive whole class teaching; its capacity to increase the pace and efficiency of classroom delivery; and its capacity to harness a wider range of multimodal resources in order to facilitate pupil learning. Part Three, Collaborative Curricular Development, examines differences in the ways in which IWBs were used in each core subject area and the extent to which their potential may vary according to the particular curriculum topic as well as subject domain. Whilst recognising that IWBs are still in an early stage of policy implementation, it identifies some of the key issues that need to be addressed if the technology is to lead to more efficient use of resources. 22
PART ONE: THE USE OF IWB RESOURCES This section outlines the variation in IWB use observed in the case studies and focuses on the range of texts and peripherals which seemed to influence teacher and pupil interaction with the board. It considers the extent to which IWBs were being used to support, extend or enhance existing pedagogy. 5.1 Realising the Potential of IWBs: Variation in Use There was considerable variation in the use of IWBs in the classrooms observed during the project. This variation can be represented along a continuum from the use of IWBs to ‘support’ or ‘extend’ existing approaches to teaching and learning to innovative uses of IWB technology that ‘transform’ pedagogy. (See Literature Review Annex B.) Our findings show that at this stage in the policy cycle, IWBs were primarily being used to support existing pedagogy. There were some examples of teachers using the technology to adapt and ‘extend’ aspects of their pedagogy and some teachers did make innovative use of IWBs and peripherals in ways that appeared to ‘transform’ their pedagogy. By and large those teachers who were most innovative in their use of the technology had also been using the technology the longest, and had had access to boards prior to the SWE rollout. This is in line with the findings in the broader literature on the introduction of ICT to educational contexts and substantially reinforces the basic premise that adaptation of the technology to existing practice precedes any transformation in that practice through use of new technological features in innovative ways. Analysis of the case studies suggests that three key factors underlie the extent to which the potential of IWB technology was recognised and exploited in the classrooms we observed: • The teacher’s pedagogic aims and practices; • Their choice and use of texts in the classroom; • The availability, choice and use of peripherals. The variation that we saw in the pedagogic use of the IWB and peripherals and the variation in texts that we observed in the classrooms is discussed and illustrated via examples from the case studies in the sections that follow. 5.2 How the Available Resources Shape Technology Use: IWB Texts Analysis of the teacher survey found that the majority of teachers (78%) report that they have created their own resources to use on the IWB (see figure 1). Roughly two-thirds of teachers (64%) reported that they used Internet websites as a resource. Less than half of all teachers (45%) are sourcing their IWB resources from other 23
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 20 and 21: 3.5 Statistical Analysis of Pupil A
Page 22 and 23: • Reasons given for the choice of
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
Page 70 and 71: unlikely that right-hand censoring
Page 72 and 73: 8.1.4 Difference-in-Differences (Be
Page 74 and 75:
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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