The Impact of Interactive Whiteboards on Classroom Interaction and Learning in Primary Schools in the UK

The Impact of Interactive Whiteboards on Classroom Interaction and Learning in Primary Schools in the UK

Steven E. Higgins (University of Durham, UK)
DOI: 10.4018/978-1-61520-715-2.ch006
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The UK Government’s Primary National Strategy undertook a pilot programme “Embedding ICT in the Literacy and Numeracy Strategies” where interactive whiteboards were installed in the classrooms of teachers of 9-11 year old students in more than 80 schools in six regions of England. Research to evaluate this project collected multiple sources of data, including students’ attainment, structured lesson observations and the perceptions of teachers and students. Results suggest that the use of the interactive whiteboards did lead to significant changes in teachers’ practices in the use of technology and in aspects of classroom interaction, and that the perceptions of those involved were overwhelmingly positive, but that the impact in terms of students’ attainment on national tests was very small and short-lived. This raises questions about the integration of new technologies into classroom teaching and how such technologies might improve teaching and learning.
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The UK has invested heavily in promoting the use of educational technologies in primary or elementary schools. Initiatives such as training for teachers in the use of information and communications technology in the late 1990s aimed to offer a course of training to all serving school teachers in the UK at a cost of about $800 million. Additionally investment in hardware, software and networking (such as the development of a “National Grid for Learning”) have similarly seen considerable sums (over $3 billion up to 2008).

At the policy level, the introduction of interactive whiteboards was seen as a way to integrate technology into teaching in primary or elementary schools and at the same time support the development of “whole class interactive teaching” (Reynolds & Muijs, 1999) in order to improve standards of attainment. Other goals were informally identified, such as greater engagement of boys in lessons to address their perceived under-achievement. These aims were discussed with the funders of the research and this helped to shape the development of the research methodology.

The implementation of training and the support for the teachers involved was also studied as part of the research. A model was developed in the project where one full-time specialist teacher supported groups of about 20 teachers in each region. Training materials were developed centrally, then revised as they were used locally. A temporary website was created to exchange ideas and teaching resources (used mainly by the specialist teachers, but also by a number of classroom teachers in the project). In addition, most regions established support groups which met more informally on a regular basis. The approach to supporting teachers in using the technology effectively was a key part of the pilot programme.

Complete Chapter List

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Editorial Advisory Board
Table of Contents
Neil Mercer
Michael Thomas, Euline Cutrim Schmid
Chapter 1
Dave Miller, Derek Glover
This chapter reviews the literature that has charted the progress of the use of interactive whiteboards within schools, predominantly within the UK.... Sample PDF
Interactive Whiteboards: A Literature Survey
Chapter 2
Gemma Moss, Carey Jewitt
This paper will examine the factors that led to the rapid uptake of interactive whiteboards in English schools, the promise they represented to... Sample PDF
Policy, Pedagogy and Interactive Whiteboards: What Lessons Can be Learnt from Early Adoption in England?
Chapter 3
Alison Twiner
This chapter offers a discussion of literature regarding the use of interactive whiteboards in english and welsh classrooms, focusing predominantly... Sample PDF
Interactive Whiteboards and the Discourses of Transformation, Affordance, Orchestration and Participation
Chapter 4
Byron Russell
The following chapter will be of interest to all those involved in creating resources for the Interactive Whiteboard with a view to commercial... Sample PDF
Designing Resources for IWBs: The Emerging Roles of Educational Publishers and Materials Writers
Chapter 5
Carol Gray
This chapter uses a narrow geographical and subject-specific focus to discuss factors affecting teachers’ preferred use of Interactive Whiteboards... Sample PDF
Meeting Teachers' Real Needs: New Tools in the Secondary Modern Foreign Languages Classroom
Chapter 6
Steven E. Higgins
The UK Government’s Primary National Strategy undertook a pilot programme “Embedding ICT in the Literacy and Numeracy Strategies” where interactive... Sample PDF
The Impact of Interactive Whiteboards on Classroom Interaction and Learning in Primary Schools in the UK
Chapter 7
Sara Hennessy, Rosemary Deaney, Chris Tooley
This case study is set in the context of an extraordinarily rapid influx of interactive whiteboards in schools in the UK. The focus is on... Sample PDF
Using the Interactive Whiteboard to Stimulate Active Learning in School Science
Chapter 8
Dave Miller, Derek Glover
This chapter outlines the background to the development of changed pedagogy by mathematics teachers within a secondary school in England. It relates... Sample PDF
Enhanced Interactivity in Secondary Mathematics
Chapter 9
Karen Swan, Annette Kratcoski, Jason Schenker, Mark van‘t Hooft
This study explored the effects of teachers’ use of interactive whiteboards on students’ reading/language arts and mathematics performance.... Sample PDF
Interactive Whiteboards and Student Achievement
Chapter 10
Diana Bannister, Andrew Hutchinson, Helen Sargeant
This chapter is based upon research from the REVEAL Project - a REVIEW of Electronic Voting and an Evaluation of Uses within Assessment and... Sample PDF
Effective Implementation of Learner Response Systems: Moving beyond the Right Response
Chapter 11
Julie Cogill
This chapter explores how whiteboard pedagogy is constructed from both a theoretical pedagogical perspective and empirical evidence based on... Sample PDF
A Model of Pedagogical Change for the Evaluation of Interactive Whiteboard Practice
Chapter 12
Maureen Haldane
This chapter examines how teachers acquire proficiency in the use of interactive whiteboards for the enhancement of whole-class teaching. It... Sample PDF
A New Interactive Whiteboard Pedagogy through Transformative Personal Development
Chapter 13
Euline Cutrim Schmid, Estelle Schimmack
This chapter presents findings of a research project that investigates a model of interactive whiteboard technology training that incorporates a) a... Sample PDF
First Steps toward a Model of Interactive Whiteboard Training for Language Teachers
Chapter 14
Barbara Bettsworth
The purpose of this study was to examine, from the pupil’s perspective, how effective the interactive whiteboard is in promoting understanding and... Sample PDF
Using Interactive Whiteboards to Teach Grammar in the MFL Classroom: A Learner's Perspective
Chapter 15
Brenda Lim-Fong, Rebecca Robins
This chapter presents a case study of how the educational potential of interactive whiteboards spread from one teacher to her staff, the district... Sample PDF
Technology Shaping a Democratic Classroom: The Livingstone Case Study
Chapter 16
Doris de Almeida Soares
This chapter describes the use of interactive whiteboards (IWBs) in two collaborative projects developed with 12 English as a Foreign Language... Sample PDF
IWBs as Support for Technology-Related Projects in EFL Education in Brazil
Chapter 17
Miriam Judge
This case study discusses the key findings from a pilot Interactive Whiteboard Project in Ireland which ran from 2005 to 2007. Eight primary and... Sample PDF
Documenting Teachers and Students Experiences with Interactive Whiteboards in Ireland: Key Findings from an Irish Pilot Project
Magic Wand or Museum Piece?: The Future of the Interactive Whiteboard in Education
Stephen Bax
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