What the resource is:
This resource is the formal and complete report of the evaluation of the distribution of IWB into primary schools across the UK during 2003-04. Commissioned by Becta in 2007, the report is written by a group of leading and well-respected educationalists working in the field of ICT. The executive summary is 12 pages long and identifies key issues in the following areas: teacher and pupil reactions to IWB; the impact upon standards in English, mathematics and science; teaching strategies (pedagogies); special educational needs; embedding ICT across the curriculum; the professional development of teachers; technical and financial implications. It also makes recommendations regarding the generic process of introducing new technologies into the education service. The full report is 237 pages long and is available as a pdf and a word processor file download from the Becta site.
The aims of the resource:
The aims of the Schools Whiteboard Expansion Evaluation (Sweep) are to assess the educational impact and operational effectiveness of the introduction of interactive whiteboards and to evaluate the support network for schools. The presentation of the report ensures that interested researchers and educationalists can examine the details of the findings (the appendices are a rich source of information in this respect); the executive summary outlines the key issues and recommendations arising from the research.
Key findings or focus:
The key findings include:
- the high enthusiasm and rapid uptake of IWB in schools;
- pupils' enthusiasm for IWB;
- the length of time pupils have been taught with an interactive whiteboard is the major factor that leads to attainment gains;
- teachers with sustained experience (around two years) are able to change their teaching practices;
- the use of IWB leads to an increased rate of progress in mathematics and science;
- the most marked effect was for low attaining boys, who made some seven and a half months' additional progress in science;
- in English, the results are inconclusive because of the nature of assessment/development in literacy;
- in Key Stage 1, progress is dependent upon more embedding of the use in teaching - the teachers requiring more experience in the use of IWB
- teachers' skills are seen to be developing through exploratory use of IWB;
- IWB have relatively little impact on raising the attainment of pupils with special educational needs (SEN);
- IWB have a marked impact in engaging SEN pupils' attention and their use often greatly improves their behaviour;
- eventually, after several years of experience, the use of IWB becomes embedded in teachers' pedagogy - it acts as a mediating artefact for their interactions with their pupils, and pupils' interactions with one another. The concept of ‘mediating interactivity' is robust.
The quality, authority and credibility of the resource
The quality, authority and credibility of the resource are very high. The report is well-written and presented; it contains headings, sections, bullets and tables that enable easy navigation and clear identification of the important points. The authors are well-respected educationalists and Becta is an authoritative publisher. This work could be cited in Masters level work and used to underpin further research by HEI staff and trainees.
The implications for ITE tutors/mentors:
This report is too long to be used as a teacher training resource to be distributed to all trainees. It can be recommended to those trainees carrying out a specialist study in IWB, changing pedagogy, innovation, the Professional Standard Q8, impacts upon standards, school resourcing, etc.
This would be a very useful addition to a reference library for access by trainee teachers. The report is only available in electronic format - there is no intention to release a printed version.
The relevance to ITE students:
This report is highly relevant to ITE primary trainees as it provides the evidence of the efficacy of IWB and the need for them to develop skills in their basic, advanced and exploratory use of the resource. The Professional Standards Q8 requires them to have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified. The report clearly identifies the benefits of IWB.
Reviewed by:
Dr John Woollard
References:
Cox, M., Webb, M., Abbott, B., Blakely, T., Beauchamp, T. and Watson, D. (2004), An investigation of the research evidence relating to ICT pedagogy, London: Becta.
Passey, D., Rogers, C., Machell, J. and Mchugh, G. (2004), The motivational effect of ICT on pupils, Lancaster: Lancaster University