The Interactive Whiteboards, Pedagogy and Pupil Performance ...

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Smith, H.J., Higgins, S., Wall, K., and Miller, J. (2005) “Interactive whiteboards: boon or bandwagon? A critical review of the literature”, Journal of Computer Assisted Learning, 21(2),pp.91- 101. Snijders, T and Bosker, R, (1999), Multilevel Analysis, Sage, London. Somekh, B et al (2005) Interim Report to the Department for Education and Skills. Unpublished report from the SWEEP project. 78
Annex A Research Methods Summary This study used a mixed methods research design. The main methods employed were: • Case studies; • Survey of departmental IWB availability and usage; • Statistical analysis of pupil performance data. In-depth case studies Case studies were conducted in nine core-subject Departments in London schools: three Maths Departments, three Science Departments and three English Departments. Each of the schools was selected on the basis that Departments were fully equipped with IWBs and had the capacity to use them well. In each Department data were collected from three Year Nine teaching groups, so 27classes contributed to the study overall. This data collection occurred in two phases, phase one took place in the Autumn Term 2004/Spring term 2005 and phase two in the Summer Term 2005. Data collection in each phase consisted of a week-long period of structured observation of the delivery of a curriculum topic in the core subject area equipped with IWBs, video recording of two lessons from each teaching group, collection of IWB texts used during these lesson sequences; and interviews with the head of the subject department and/or teachers observed. In addition, the research team also conducted focus group interviews with pupils and administered a pupil survey Survey Instruments Two surveys – one basic, one extended - were administered during the project. The baseline survey: The basic survey went to all London secondary schools in the autumn term 2004/5 and achieved a 41% response rate. The survey was issued to relevant members of the senior management team, HODs and administrators. The survey data were analysed using SPSS. The extended teacher survey: The extended survey was administered in the summer and autumn of 2005, at the end of the first year of SWE. The survey collected data on teacher motivation, familiarity and usage of the IWB; on teacher perceptions of its potential to enhance teaching and learning, and on training. A total of 113 staff in 27 departments replied, including staff in those departments which had participated in the case studies. The data were analysed using SPSS. Statistical Analysis of Pupil Attainment Data To test whether the increase in interactive whiteboard (IWBs) availability in London schools had increased pupil performance in Key Stage (KS) 3 and 4 tests, a small scale study explored the potential impact of the increase in IWB usage on pupil performance in the core subjects using data on the number of IWBs in departments in October 2003 and October 2004 and timetable data collected directly from 79
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RESEARCH The Interactive Whiteboard
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CONTENTS EXECUTIVE SUMMARY ……
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EXECUTIVE SUMMARY AIMS AND METHODS
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substantially enhance the use of IW
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Observations for this project sugge
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1. THE STRUCTURE OF THIS REPORT Thi
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2003). Whilst many of the factors t
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A range of data was collected in ea
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3.2.4 Pupil Focus Groups Focus grou
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3.5 Statistical Analysis of Pupil A
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• Reasons given for the choice of
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5. FINDINGS: THE IMPACT OF THE INTR
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colleagues or using commercial soft
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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
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 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
Page 98 and 99: use shows considerable variation in
Page 100 and 101: Glover, D. & Miller, D. (2001) "Run
Page 102 and 103: Annex C Analysis of the IWB Baselin
Page 104 and 105: Table 7: Number of IWBs by Departme
Page 106 and 107: Figure 3: Funding source by subject
Page 108 and 109: Figure 7: Sources of funding after
Page 110 and 111: Are perceptions of ICT consistent w
Page 112 and 113: Table 8: Allocation of LC funding t
Page 114 and 115: Can perceptions of ICT resources in
Page 116 and 117: Figure 16: Number of IWBs in Maths
Page 118 and 119: schools have done this) and 100 mea
Page 120 and 121: Use of IWBs in Science Departments
Page 122 and 123: department feels all six areas are
Page 124 and 125: Use of IWBs in English Departments
Page 126 and 127: The training needs of English depar
Page 128 and 129: 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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