The Interactive Whiteboards, Pedagogy and Pupil Performance ...

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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. 34
Commentary The teacher worked with a total of seven ACTIVstudio slides in the lesson. The instructions for each task were spoken by the teacher and were not included in the text displayed on the IWB. This served to integrate the texts into the teacher’s talk which acted as the main pedagogic vehicle. The teacher used three features of IWB technology: the facility to: • Draw straight lines; • Switch to the next blank screen without erasing; • Go back to a previous slide. The teacher recognised the potential of IWBs to behave like a traditional blackboard and adapted the technology in this light to his existing pedagogic practice. 5.4.2 Illustrative Case Study. Example B Core Subject: Maths Topic: Polygon external and internal angles Summary In this lesson, the teacher used an IWB text pre-prepared by himself in ACTIVstudio which consisted of a sequence of eight slides combined with three slides from Geometers Sketchpad, a software package that has been specifically designed for teaching mathematics. The text was a part of a larger sequence of 23 slides on the characteristics of external and internal angles of polygons that the teacher used across three lessons. In this teaching sequence, the teacher used these 11 slides as a linear organising structure for the lesson. This had the effect of strongly framing the content and the structure of the lesson. The teacher’s lessons followed a set routine. They began with a starter and finished with a plenary. In between there were slides (ideas, contents, exercises) that the teacher had pre-planned. The teacher quickened the lesson pace where necessary to get through the appropriate number of slides by the end of the lesson. The texts were pre-planned to include the answers to the questions posed during the lesson. These answers were displayed in the lesson through the actions of students and or the teacher using the cover and reveal or drag and drop facilities of the IWB. Occasionally the teacher annotated the board during the lesson to demonstrate a procedure. 35
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 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 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.,
Page 82 and 83: schools. These were combined with p
Page 84 and 85: 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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