The impact of interactive whiteboards on teacher—pupil interaction in the National Literacy and Numeracy Strategies

Smith, Fay; Hardman, Frank; Higgins, Steve

doi:10.1080/01411920600635452

Cited by 165 publications

(126 citation statements)

References 11 publications

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“…These schools were selected on the basis of existing working relations with the project team, and also schools' expressed interest to be involved in the research. In justification of this sampling method, our aim was not to survey classrooms to describe and offer generalisations of the normal practices with IWBs, nor to evaluate their effectiveness overall (for current evaluations see Smith, Hardman & Higgins, 2006;Moss, 2007). The purpose of this work was to investigate the function and value of IWBs as mediating tools in the communicative process of education through case studies involving microanalysis.…”

Section: Methodsmentioning

confidence: 99%

A ‘learning revolution’? Investigating pedagogic practice around interactive whiteboards in British primary classrooms

Gillen

Staarman

Littleton

et al. 2007

Learning, Media and Technology

101

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Interactive whiteboards have been rapidly introduced into all primary schools under UK Government initiatives. These large, touch-sensitive screens, which control a computer connected to a digital projector, seem to be the first type of educational technology particularly suited for whole-class interaction. Strong claims are made for their value by manufacturers and policy makers, but there has been little research on how, if at all, they influence established pedagogic practices, communicative processes and educational goals. This study has been designed to examine this issue, using observations in primary (elementary) school classrooms, and builds on the authors' previous research on ICT in educational dialogues and collaborative activities. Keywords: Interactive whiteboards; pedagogy, primary education, multimodality, learning technology BackgroundAs part of the UK government's plans to embed Information and Communication Technology (ICT) in schools, substantial investment has brought Interactive Whiteboards (IWBs) into the everyday life of the primary (elementary) school classroom (as described by Higgins, Beauchamp and Miller in this issue). The introduction of IWBs is expressly related by policy makers to the goal of raising attainment through improving pedagogic practice; strong claims that the use of IWBs can 'transform' teachers' practice are made by both policy makers and manufacturers. The underlying assumption is that IWBs will have blanket benefits for learning, as former UK Secretary of State for Education Charles Clarke (as quoted by Arnott, 2004) asserted: 'Every school of the future will have an interactive whiteboard in every classroom, technology has already revolutionised learning'.However, as has been the case with earlier ICT initiatives, there is a danger that the introduction of this expensive, potentially valuable piece of equipment is 'technologyled' (i.e. it is introduced because it is available) rather than 'education-led' (i.e. it is introduced because it is known to meet the professional needs of teachers and the educational needs of children better than existing educational tools). There is no doubt that IWBs have some interesting affordances that could be of value for classroom teaching (for a full discussion see Higgins, Beauchamp and Miller, this issue). Our research, which draws on work on teacher-pupil communication and on the introduction and use of ICT in educational settings, stems from the conviction that there is a need for a more detached consideration and evaluation of the IWB as a pedagogic tool. By conceptualising the IWB from a socio-cultural perspective as a tool or 'mediating artefact' (Wertsch et al., 1993) in primary school classroom practices, we aim to take into account the relationship between the affordances of IWBs, the pedagogical practices of teachers and the communicative repertoires of teachers and pupils.In a recent study of whole class teaching in primary education, Burns and Myhill (2004) examined the nature of teacher-pupil interaction. In accord wit...

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Section: Methodsmentioning

confidence: 99%

A ‘learning revolution’? Investigating pedagogic practice around interactive whiteboards in British primary classrooms

Gillen

Staarman

Littleton

et al. 2007

Learning, Media and Technology

101

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“…As the class moved at a faster pace, the manner in which class was taught also had a slight shift. As noted in both McNabb & (2000) and in Smith, Hardman, & Higgins (2006) the IWB causes classrooms to tend to be more whole group. The whole group style was positively viewed by most students.…”

Section: Relation Of the Results To Literaturementioning

confidence: 99%

Student Perceptions of Interactive Whiteboards and Effects on Academic Achievement in a Fourth Grade Language Arts Classroom

Burke¹

2010

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This is a mixed study on technology in the educational setting about student perceptions of interactive whiteboards (IWB) and ifthere are measurable effects ofthe IWB's on student performance. This was a within subject design with a counterbalancing of order study set in a fourth grade classroom and lasted for a period of four weeks. In keeping with a true counterbalance study one group was exposed to instruction with heavy emphasis on the use of an interactive white board. Concurrently another group was exposed to instruction of the same material through more traditional technology including an overhead projector, dry-erase board, and T.V. monitor. After a predetermined amount of time the group's roles were reversed to create measurable data. Qualitative data was gathered through a series of interviews that focused solely on the thirty-four participants' perceptions. Such perceptions that were focused on were benefits, limitations, and suggestions for improvement. The quantitative data was gathered in the form of short cycled assessments of material covered during the study.•

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“…Concerning the differentiated learning, study of IWB integration in the UK reported that lessons with IWB are more often dominated by whole-class activities (Smith, Hardman, & Higgins, 2006). Categorizing IWB technology, some authors even use the term "interactive whole-class technologies" (IWCTs) (Beauchamp et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Teachers for "Smart Classrooms": The Extent of Implementation of an Interactive Whiteboard-based Professional Development Program on Elementary Teachers' Instructional Practices

Blau

2011

IJELL

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This study investigates the implementation of an Interactive Whiteboard (IWB) professional development program on instructional practices of elementary teachers. The research assesses to what extent teachers implement IWB-related strategies (e.g., technology-pedagogy correspondence, interactivity types, teaching-learning mode, differentiated learning, student-centered learning, multimedia principles, and appropriate design of IWB slides) in their instructional practices after completion of a 30-hour IWB professional development program. A case study design was used. The data was collected immediately after the course using the instrument for assessing IWB lessons through non-participant observations of 43 elementary teachers coming from different subject-matters and schools. The results are discussed in terms of constructivist and cognitive approaches to teaching and learning. Consistent with the constructivist pedagogy, teachers encouraged IBW-student interactions; however, they did not stimulate enough student-student communication. They adapted non-linear learning techniques across the Internet; however, they continued the linear use of prepared IWB files. The lessons' time was divided between the whole class teaching (50%) and more differentiated individual or small group activities. The teachers functioned more as "guide on the side", scaffolding student learning, rather than transferring knowledge. Regarding the cognitive approach, the participants' abilities to apply the multimedia principles and the level of their digital design skills were very high. IWB programs should promote interactivity among students, emphasize saving IBW files for further review, and using nonlinear learning through IBW files.

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The impact of interactive whiteboards on teacher—pupil interaction in the National Literacy and Numeracy Strategies

Cited by 165 publications

References 11 publications

A ‘learning revolution’? Investigating pedagogic practice around interactive whiteboards in British primary classrooms

A ‘learning revolution’? Investigating pedagogic practice around interactive whiteboards in British primary classrooms

Student Perceptions of Interactive Whiteboards and Effects on Academic Achievement in a Fourth Grade Language Arts Classroom

Teachers for "Smart Classrooms": The Extent of Implementation of an Interactive Whiteboard-based Professional Development Program on Elementary Teachers' Instructional Practices

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