The Interactive Whiteboards, Pedagogy and Pupil Performance ...

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5.9.2 Teachers’ use of Multi-Media The ability to show small clips of films on the IWB, when used imaginatively, can create lessons that are varied, engaging and that encourage whole class discussion. Illustrative Case Study Example: The Use of Digital Clips in a Science Lesson In a Science lesson about ‘Forces’, the teacher had edited a short clip from the film ‘The Matrix’ which he played at the beginning of the lesson. After he had shown the 4 minute clip, he asked the pupils why they thought he had shown it to them. He asked them to consider specific moments from the clip and then used these to demonstrate how ‘forces’ work. Not only did it generate interest because of the content of the film itself, but the teacher was able to highlight its relevance to their SATs topic and make meaningful connections for the pupils. 5.9.3 The use of the IWB to Encourage Purposeful Whole Class Discussion The capacity of the IWB to capture pupil attention when combined with teacher strategies to encourage whole class talk about the contents of the board can lead to productive contexts for learning. Illustrative Case Study Example: Whole class discussion in Maths In a Maths lesson a pupil is asked to go up to the IWB and write down the equation that is used to work out the angles of a triangle. He does so and then draws a right angle triangle that he labels incorrectly. The teacher asks the class if this is correct. From the various suggestions made the pupil at the IWB writes in the correct answer. The teacher then takes over the discussion and says ‘I really, really liked your correction’ pointing to the girl who has called out. ‘You said c is the long one. The other way we can think about it is to say c is the longest one. What do we also know about c and its position?’ Several pupils call out saying things like ‘it’s opposite the square’. The teacher points to the angle (referred to by the pupils as ‘the square’) and asks them what it is called. Several call out ‘the right angle’. She then draws the pupils’ attention back to the longest line and asks them to name it. Many rightly call out ‘the hypotenuse’. During this sequence she uses the image on the board to focus the whole class discussion and picks up on pupils’ comments to use these to develop thinking. What the technology also enabled her to do was save each of the flipcharts as she went along which she later referred to when working on a class exercise. Summary The literature on IWBs suggests that pedagogies that are interactive, multimodal, and fast paced are broadly beneficial and can be put in place by employing technical and physical features of the IWB. The case studies suggest that these aspects of IWB use cannot be treated uncritically, and that more attention needs to be paid to when, and under what circumstances such forms of pedagogy will lead to the transformation of whole class teaching in ways that can improve pupil learning. 46
PART THREE: COLLABORATIVE CURRICULAR DEVELOPMENT This section examines differences in the ways in which IWBs were used in each core subject area and the extent to which they currently contribute to efficient work management. 5.10 The Role Interactive Whiteboards Play in Reshaping Curricular Knowledge in Different Subject Areas 5.10.1 Patterns of IWB Usage Across English, Maths and Science The baseline survey showed that Maths and Science departments were the greatest beneficiaries of the SWE initiative, with English following some way behind. Underpinning this pattern is an assumption that IWB technologies offer most benefit to Maths and Science rather than English. Patterns of usage within each subject domain reinforce this point, with more Maths and Science departments recording using the board most or every day. The relative weak uptake of the technology in English was a consistent finding across all of the research instruments – baseline and extended surveys and case studies. The case studies suggest that the relevance of IWB technologies was more easily recognised and realised in Maths and Science than in English, where the benefits of the technology seemed less immediately apparent. The relatively low up-take and use of the technology in English recorded in the teacher survey is consistent with these findings (see figure 8). 47
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 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 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
Page 90 and 91: overhead projector (OHPs) (Though,
Page 92 and 93: intention to equip all children wit
Page 94 and 95: technology in much the same terms (
Page 96 and 97: 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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