The Interactive Whiteboards, Pedagogy and Pupil Performance ...

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schools. These were combined with pupil-level attainment data from the National Pupil Database. The data were used to analyse changes in the ‘value-added’ achieved by teachers and departments at KS3 and KS4 between 2003/04 and 2004/05. This combination of data was successfully collected for 9% of London schools. Because of the small sample size, a large scale study considered whether attainment in Maths, Science and English improved more for pupils in London schools than for pupils in other parts of the country between 2004 and 2005. 80
Annex B Literature Review ‘Although, as yet, ICT is by no means at the heart of our education system, it is now widely recognised as an essential tool for learning in the twenty-first century. Indeed, it is vital that today’s children are enabled to take advantage of lifelong learning if they are to survive the constant pattern of change that is likely to mark their working lives. This means not only being comfortable with ICT as a medium, but also being able to exploit its potential to the full and understanding the ways in which ICT can make learning more effective.’ (Ofsted, 2004, p6) ‘A number of commentators have suggested that we can look at responses to the impact of ICT as falling into two broad camps. The first sees ICT primarily as enabling us to do things we have previously done better, e.g., more quickly, more efficiently, in greater depth or breadth. The second views ICT as enabling us to do qualitatively new things which fundamentally change the nature of old ways of thinking, including our underlying conceptions and purposes.’ (Bonnett, 2001) Introduction The aims of this literature review are to: • Review existing research literature on the impact of ICT use in pedagogic settings, factors that help determine variation in its uptake and current understandings of best practice. • Review existing literature on the policy context for ICT use in schools, including the range of policy initiatives which have advocated or sponsored ICT use in the secondary sector, the funding streams in which they have been embedded and any previous evaluations undertaken. • Review current developments in the hardware and relevant software, which shape interactive whiteboard use in schools. The primary purpose of such a review is to establish links between the conceptual framework of the Interactive Whiteboard, Pedagogy and Pupil Performance Evaluation and work already undertaken in the fields outlined above. The review provides the detailed background to the day-to-day operation of the research, and equips the research staff with a fuller understanding of what is at stake for whom in the introduction of interactive whiteboards (IWBs) to schools at the current time. Whilst the main focus of the literature review rests on the introduction and use of IWBs in particular, this is understood as the latest manifestation of a more general policy for ICT in schools. The turn towards new technologies is explored in relation to three distinct communities: government and the agencies it has sponsored to foster uptake of the new technologies in school, the private sector which provides the 81
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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
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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 80 and 81: Smith, H.J., Higgins, S., Wall, K.,
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
Page 130 and 131: 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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