Transcript Slide 1
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 they do not fundamentally change teachers’ pedagogy (Smith et al, 2006). 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. • Students are highly motivated and can be more creative. 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 self- identity, 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.