The Interactive Whiteboards, Pedagogy and Pupil Performance ...

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colleagues or using commercial software. This suggests that the use of IWBs in departments still rests mainly at the level of the individual teacher, with less evidence of department-wide schemes of work or shared departmental resource banks being built up. However, this is consistent with the point in the policy cycle reached at the time of the survey. Figure 1: Percentage of teachers using IWB resources Prepared own resources 78% Used internet websites 64% Used colleague's resources 45% Used commercial software 42% The teacher survey found that teachers who describe themselves as beginners are considerably less likely to have made use of the external IWB resources that are available. They are generally not yet accessing National Curriculum materials, subject specific software, search engines and subject websites. This suggests that beginners may be less confident in their use of ICT generally. The fact that they are particularly reliant on creating their own resources may lead to a more conservative use, and is consistent with the expectation derived from the literature that in the first instance IWB use will match onto existing pedagogic practice. 5.2.1 Subject Specific Software Just under a third of teachers (30%) reported that they find it difficult to find suitable IWB resources (see figure 2a). The same number of teachers report that they find it easy to find resources. English teachers were most likely to find it difficult to access IWB resources. It is unclear however if this reflects a lower availability of IWB resources for English teaching or simply lower technological confidence amongst English teachers. In our sample, the Maths and Science teachers are most likely to report that they find getting IWB resources straightforward (see figure 2b). 24
Figure 2a: Ease of finding suitable IWB resources Figure 2b: Ease of finding IWB resources by teaching subject Not easy 30% Easy 30% 20 Easy Medium Not easy 15 Number of teachers 10 Medium 40% 5 0 Maths Science English 5.2.2 Texts in Use We observed considerable variation in the kind of texts used on the IWB in the case study classrooms. These could be characterised as follows: • Teacher pre-prepared sequential texts using applications such as PowerPoint and ACTIVstudio; • Texts produced through technologies of display in ‘real-time’ e.g. teacher use of a microscope or a scanner to throw an image onto the screen; • Adapted texts produced by teachers or pupils in ‘real-time’ through adding and changing elements of a text e.g. through the use of annotation and highlighting; • Emergent texts produced by teachers or pupils in ‘real-time’ e.g. texts created on the board during a lesson; • Commercially made software with the form and function of traditional print texts such as textbooks or worksheets e.g. Boardworks; • Subject specific software designed to fully exploit the interactive functionality of the IWB e.g. Geometers Sketchpad, Multimedia Science School; • Generic software using applications such as spreadsheets, graphs, tables which can be used to input and organise data generated in a lesson; • Sites that are accessible via the Internet and can be surfed in real time; • Texts that exploit the relay and manipulation of digital materials. As this overview shows, part of the flexibility of the IWB is that it can replicate the function of other technologies as well as produce something new. Thus it can be used to show the kinds of texts that could be displayed on the traditional blackboard, or via a television or computer screen. Moreover, some of the texts designed specifically for use with the IWB replicate the function of traditional text forms e.g. 25
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 24 and 25: 5. FINDINGS: THE IMPACT OF THE INTR
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
Page 76 and 77:
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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