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5.3 How the Available Resources Shape Technology Use: IWB Peripherals The most widely used peripherals are electronic pens (used by 64 per cent of teachers). Comparatively few of the teachers surveyed reported having access to other ancillary devices. Figure 4: Percentage of teachers using ICT resources with IWB Internet 84% School network 76% Speakers Electronic pen 64% 68% Teacher laptop Printer 42% 46% Visualiser 14% Slate 5% Stand alone pupil laptops 5% Teacher tablet 5% Voting pods 4% Networked pupil laptops 4% We observed the following peripherals in use in the case study classrooms: • Visualizer • Slates • Wireless mouse • Laptops • Scanners Of the classrooms that had peripherals: • Maths classrooms made most use of slates; • Science classrooms made most use of laptops, visualizers, and slates; • English classrooms made most use of scanners, and a wireless mouse. In the remaining section we discuss the range of peripherals observed in use and whether they significantly enhanced the potential of the IWB. 28
5.3.1 Visualizer A visualizer enables an object or a process to be seen ‘close-up’ in detail, including microscopic detail on the IWB. This makes full use of the display capabilities of the IWB. The use of a visualizer with an IWB has the potential to: • Show an object or demonstration clearly to the whole class; • Make whole class teaching more time ‘efficient’ and focused; • Support collaborative thinking and dialogic discussion; • Improve pupil understanding of a process. Students and teachers commented on the excellent display capabilities of the IWB as helpful for learning, although some students expressed concerns that teacher reliance on this might reduce the opportunity for them to directly investigate phenomena in the Science classroom. Illustrative Case Study. Example: The use of a Visualizer in a Science lesson A teacher used a visualizer in the second lesson in a sequence of lessons on the topic of ‘Acid Rain’. In the first lesson, students had carried out individual experiments using litmus paper to ascertain the PH value of a variety of substances that they recorded in their exercise books. In the second lesson, the teacher focused on the pollution and erosion of buildings and wanted to relate the findings of the previous lesson to how different substances would react on different types of stone. To demonstrate the potentially deleterious effects of ‘Acid Rain’, the teacher carried out an experiment at the front of the class whereby he poured three different types of acid onto three different types of stone. He used the visualizer to show the experiment in detail to the whole class. The visualizer enabled all of the students to see ‘close up’ the process and the effects of the acids on the substances. As he carried out the experiment, the teacher asked questions, encouraged speculative comments, hypothesis and generated a lively discussion. 5.3.2 Slate A slate is a wireless-connect with the IWB that enables the contents of the board to be controlled from any position in the classroom. A slate enhances the interactive potential of the IWB by removing the necessity to come to the front of the class, and providing a writing surface that is easier for pupils to use. The use of a slate with an IWB has the potential to facilitate: • A mobile teaching style within the classroom: the teacher can move from the front to the back of the class; • Text annotation and manipulation from within the body of the class facilitating student interaction with the board; • A space for the joint construction of knowledge between teacher and students; • A use of technology, which fosters more student-centred learning. 29
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 26 and 27: colleagues or using commercial soft
Page 28 and 29: textbooks or worksheets. This is tr
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
Page 78 and 79: Conclusion The larger scale survey
Page 80 and 81:
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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