Overview of the IWB Research

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Overview of the IWB Research
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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).

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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.

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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.

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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.

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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.

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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.

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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).

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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.

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Its 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 teachers self- identity,
  their beliefs about teaching, and institutional
  structures.

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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).

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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.