Overview of the IWB Research The IWB Research

Overview of the IWB Research

The IWB Research Literature: • Is overwhelmingly positive about their potential. • Primarily based on the views of teachers and students. • Largely limited to reports available on the Internet about small studies with little information about the research methods used. • There is insufficient evidence to identify the actual impact on teaching & learning either in terms of classroom interaction or upon student achievement (Smith et al, 2005). • Although, one recent significant study that observed 184 lessons over 2 years, suggests that

Student Achievement • Newhouse (2002) argues that most reputable education researchers today would agree that there will never be a direct link between learning and ICT because learning is mediated through the learning environment and ICT is only one element of that environment. • Therefore, rather than focus on the impact of IWBs on classroom interaction and student achievement, we should focus on how to build teachers’ capacity to use them effectively as a pedagogical tool i. e. how we use them as part of the teaching and learning process.

General Benefits of IWBs: • Versatility and flexibility with applications for all ages across the curriculum. • Efficiency to provide instant access to a variety of digital resources for whole class use. • Increases the enjoyment of lessons through more varied and dynamic use of resources. • More opportunities for interaction and discussion in the classroom compared to other forms of ICT.

Benefits for Teaching • Enables the integration of ICT into lessons and reduces the need for explicit teaching on ICT skills. • Encourages spontaneity and flexibility in lessons i. e. annotate web based resources • Enables work to be reviewed, saved and printed, including notes. • Allows teachers to share resources. • Easy to use, efficient presentation, quickened pace and professional delivery. • Encourages professional development.

Benefits for Learning • Reduces the need for note taking. • Multi-sensory learning experiences are more memorable. • Students are able to cope with more complex concepts as a result of clearer, more efficient and more dynamic presentation. ** • Different learning styles can be accommodated as teachers call on a variety of resources to suit particular needs. • Students do not need to use a keyboard to engage with technology, increasing access for younger children.

Factors for Effective Use • Strong leadership support and enthusiastic teachers (Miller & Glover, 2001). • Board selection and placement must be carefully planned. • Teachers need frequent access. • Training is essential. • Teachers need to invest time to become confident users and develop resources. • Sharing of ideas and resources. • A high level of reliability and technical support to minimize problems.

Relevant Key Findings • • • The installation of the technology itself does not transform teaching from didactic to interactive pedagogy. Although there is a relationship between ‘good’ users of ICT and enthusiastic teachers, and ‘good’ users of IWBs. In the UK, IWBs were hoped to increase interactive whole class teaching. However, traditional ritualised patterns of teacher-student interaction have persisted i. e. iwb used as a teacher presentation tool (Smith et al, 2006).

Relevant Key Findings • • • Rather than transforming classroom practice, the new technology appears to have been uncritically absorbed into teachers’ pre-board practice. That is, the teacher remains the didactic expert and critical evaluator with the power to direct, question and evaluate students. Rather than the co-construction of meaning and reciprocal acts of communication, teachers tend to seek predictable correct answers. From Smith et al, 2005.

It’s not just about technology • Technology does not replace effective teaching but it can evolve previous practice to do new things in new ways. • Subject knowledge + range of teaching strategies + skillful manipulation of the technology = Transformed pedagogy. • Practice is related to teacher’s selfidentity, their beliefs about teaching, and institutional structures.

Pedagogy & Community • A supportive environment is needed to change teachers’ pedagogy. • This requires developing a professional learning community (Fullan, 2001) where teachers are comfortable with action research and inquiry, and feel supported to continually question and improve their practice. • Beliefs about learning need to be aligned with practice (Atkin, 1996).

Conclusion • It is unclear if the enthusiasm for IWBs is being translated into effective practice. • IWBs should be used in unique and creative ways that promote reciprocal dialogue and interaction with the IWB. • Transforming teaching practice is best achieved by establishing professional learning communities with a focus on improving pedagogy.