The Interactive Whiteboards, Pedagogy and Pupil Performance ...

Illustrative Case Study. Example A
Figure 5: The IWB text in classroom A
The teacher wrote the date and the lesson title before the students entered the
classroom. The teacher asked the students to copy the title, the date and two shapes
that he has drawn on the IWB into their exercise books. As the students are doing
this he writes the angles values onto the shapes and asks the students to copy these
into their books. There is simultaneity between the actions of the teacher and the
actions of the students throughout the lesson.
There is a lot of writing on the IWB all of which is simultaneously copied by students
into their exercise books. The focus on writing combined with the meticulous rhythm
of the teacher’s speech creates a slow pace lesson. Throughout the lesson the same
texts exist across the two sites of the IWB and the exercise book. There is little
explicit reference to time in the lesson. The teacher rarely asks the students
questions and only a few students ask questions. The students answered the
teacher’s questions but were otherwise quiet. The lesson ended with an exercise to
practice algebra in which a few numbers were written on the board and students
were asked to combine them with different operations (+, -, % and *) to create
another number. During this exercise, students went up to the board to write their
answers.
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