The Interactive Whiteboards, Pedagogy and Pupil Performance ...

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CONTENTS EXECUTIVE SUMMARY ……………………………………………………………. 4 1. THE STRUCTURE OF THIS REPORT ……………………………………………… 10 2. RESEARCH BRIEF 2.1 Aims of the Evaluation……………………………………………………………… 11 2.2 Background…………………………………………………………………………. 11 3. DATA COLLECTION AND ANALYSIS 3.1 Methods……………………………………………………………………………... 13 3.2 In-depth Case Studies …..………………………………………………………… 13 3.3 Documenting the Training Environment………………………………………… 16 3.4 Survey Instruments………………………………………………………………… 17 3.5 Statistical Analysis of Pupil Attainment Data…………………………………… 18 4. SWE IN ITS CONTEXT OF IMPLEMENTATION 4.1 The Policy Context ………………………………………………………………… 19 4.2 Impact on supply……………………………………………………………………. 19 4.3. The Schools in Their Local Context……………………….................................. 20 FINDINGS 5. THE IMPACT OF THE INTRODUCTION OF IWBS ON TEACHING AND LEARNING 22 Part I: The Use of IWB Resources 5.1 Realising the Potential of IWBs: Variation in Use……….................................. 23 5.2 How the Available Resources Shape Technology Use: IWB Texts.................. 23 5.3 How the Available Resources Shape Technology Use: IWB Peripherals…… 28 Part II: Developing Pedagogy and the Impact on Pupils’ Learning 5.4 How Technology Use is Shaped by Teacher’s Pedagogic Aims…………… 33 5.5 The Capacity of IWBs to Transform or Accommodate to Existing Pedagogic Practice ……………………………………………………………………………… 39 5.6 Can IWBs Act as a Catalyst for the Development of Interactive Pedagogy? ... 40 5.7 Can IWBs Enhance Learning Through the Use of Multimodality?.................... 42 5.8 Can IWBs Enhance the Pace and Speed of Learning and Teaching?.............. 43 5.9 The Extent to Which the Use of IWB Technology Changes the Nature and Quality of Pupils’ Learning ………………………………………………………… 44 2
Part III: Collaborative Curriculum Development 5.10 The Role Interactive Whiteboards Play in Reshaping Curricular Knowledge in Different Subject Areas…………………………………………………………… 47 5.11 The Extent to Which IWB Technology Contributes to Efficient Work Management and Collaborative Resource Us…………………………………… 51 6. TEACHER AND PUPIL PERCEPTIONS OF IWBS 53 7. THE EFFECTIVENESS OF SWE’S APPROACH TO TEACHER CPD 7.1 Impact of the Tight Timeframe on Provision and Training…………………… 55 7.2 Support for IWB Use……………………………………………………………… 56 7.3 Training: The School Perspective ………………………………..…………….. 58 7.4 Recommendations for Training…………………………………………………. 59 8. THE IMPACT OF THE INTRODUCTION OF IWBS ON PUPIL PERFORMANCE 8.1 The Effect of Interactive Whiteboards on Pupil Outcomes …………………… 8.2 Multi-Level Regression Analysis Of The Examination Outcomes Of Secondary School Pupils In 2004 and 2005……………………………………………............ 61 72 References Annex A: Research methods summary………………………………………………….. Annex B: Literature review………………………………………………………………… 79 81 Annex C: Analysis of the baseline survey……………………………………………….. 100 Annex D: Analysis of the teacher survey………………………………………………... 126 Annex E: Analysis of the pupil survey…………………………………………………… 145 Annex F: Survey instruments……………………………………………………………... 152 3
Page 1 and 2: RESEARCH The Interactive Whiteboard
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 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
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On the negative side, a sizable min
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These kinds of difficulties can be
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change in their own setting. Others
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a number of schools is for us a sec
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Table 1: Key School-Level Statistic
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8.1.2. Difference-in-Differences (S
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Table 5 sets out the same type of r
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unlikely that right-hand censoring
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8.1.4 Difference-in-Differences (Be
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8.1.5 Discussion Overall, this stat
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figure; the mean percentages of pup
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Conclusion The larger scale survey
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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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