The Interactive Whiteboards, Pedagogy and Pupil Performance ...

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Illustrative Case study. Example B Figure 6: IWB text in classroom B The teacher is at the front of the class, next to the IWB, and the room is darkened to enhance the IWB display. The lesson combines moments where the centre of attention is at the front of the class (focused on the IWB and the teacher) with moments of individual work. The lesson was fast paced and the teacher emphasised instructions and time in his comments, often repeating instructions and questions so as to quicken the class speed. He referred to the time given to do a task, the time left to finish the task, etc. Many of the questions were closed. The teacher sometimes asked a question and simultaneously pointed out the answer already written on the board. This added to the fast pace of the lesson. Students were asked to choose from options to fill in tables displayed on the IWB, for example to match a polygon with the values of its interior and exterior angles. In each incidence of student participation and interaction with the board the answers could be found on the IWB. Elements of texts can be moved around but not created or transformed. Students are actively engaged in these tasks. Their participation is structured by the teacher’s actions and by the pre-planned text. During whole class activities, students’ verbal participation is guided by sequences of closed questions asked by the teacher. The teacher also guides students’ physical interaction with the IWB. Students are asked to go to the front and use the board to demonstrate what they have done in their notebooks. 36
Commentary This teacher is a very confident IWB user and uses many IWB features fluently. The teacher: • Pre-prepares sophisticated flipcharts with hyperlinks, diagrams, graphs and tables; • Makes use of the IWB’s visual and dynamic potential; • Combines different types of software seamlessly; • Saves and recovers his work; • Makes use of drag and drop, cover and reveal, annotation tools and uses features such as the ’covering blind’ • Makes use of applications for instance the calculator, etc. The IWB texts created in advance by this teacher play a major part in structuring the lesson and driving its fast pace. The technology extends his pedagogic repertoire, in line with his pedagogic purpose to keep attention on the board and reinforce his control over the lesson content. 5.4.3 Illustrative case study. Example C Core Subject: Maths Topic: Algebra and Factorisation Summary This teacher used a pre-prepared ActivStudio flipchart text consisting of four slides. The content of the texts were used as open-ended prompts and as resources for exploring the processes of factorisation. The teacher positions herself at the back of the classroom for most of the teaching time. She and the students are able to use a slate to interact with the IWB from any point in the classroom. The teacher encouraged students’ oral and physical participation and pupils were very active in the lessons. The board was used to display students processes of thinking and ideas rather than what they had done or correct answers. Answers were realised through discussion and student participation in the lesson. Teachers and students together created the texts they jointly considered. 37
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 36 and 37: Illustrative Case Study. Example A
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
Page 86 and 87: Within government generally, where
Page 88 and 89:
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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