digital tools for visual learning establishing evidence of the impact of interactive whiteboard use...

Digital Tools for Visual Learning

Establishing evidence of the impact of interactive whiteboard use in teaching and learning

John Cuthell, Christina Preston,

Research and Implementation Director, MirandaNet Academy

www.mirandanet.ac.uk

http://www.mirandanet.ac.uk/




The Material Base

Average number of IWBs installed in UK schools (DfES)

Secondary Primary

2002 2.1 0.4

2003 4.3 1.0

2004 7.5 1.9

2005 16 6

Research implicationsSignificant increase installed in UK schools during

2002 – 2005.

Considerable variation in figures for individual schools.

Not all classrooms equipped with IWB.

Not all teachers had access for all teaching.

IWB research published up to, and including, 2006 should be interpreted in terms of this material base.

Research trends: Early research, 1999-2002

In-depth studies, 2003-2004 Bedding-in, 2005

Critical scrutiny, 2006 The current position

Stages of implementation

Pedagogical changes

Implications for Continuous Professional Development

Early research: 1999 - 2002

Impacts on individual teachers and classesIn a UK comprehensive school (Smith, 1999) On foreign language classrooms (Gerard, 1999)

Potential for Mathematics EducationAs a platform for students’ work (Grieffenhagen, 2000)

Implementation issues6 schools in Kent (Smith, 2001)One secondary school. User typology developed (Glover &

Miller, 2001)

Early research: 1999 - 2002 (ii)

Student perceptionsUS High School; 609 students; 92% say IWB help learning

(STCC, 2002)

Teacher & Pupil perceptionsSheffield study: classroom observation; teacher interviews;

student questionnaires & focus groups (Levy, 2002)

Pupil perceptionsLearning with ICT at Primary level. 30 KS1 & 2 pupil sample.

(Goodison, 2002)

Index

In-depth studies: 2003 - 2004

Keele Study (Miller et al, 2003)12 schools; lesson observation.

Capability of teacher seen as important (training an issue)

6 teachers observed and filmed

Study questions validity of traditional lesson templates

MirandaNet Survey (Cuthell, 2003)90 respondents: 28% Primary. 58% of which had 11-15 IWB

installed. 50% Secondary: 20+ IWB installed.

Teachers enthusiastic, empowered with enhanced creativity.

In-depth studies: 2003 - 2004 (ii)

MirandaNet Action Research project9-month project8 teachers6 schools: 3 Primary, 3 Secondary

All participants worked as an online Community of Practice: formed in-school communities of practice with colleagues.

Pedagogy and practice changed by in-depth engagement with the technology and other colleagues in action enquiry.

2 national seminars to present work.

In-depth studies: 2003 - 2004 (iii) (Glover, Miller et al, 2004)

Leadership challenges posed by IWB introduction Typology of users developed;Missioners, Tentatives & LudditesInadequate training identified as the issue

Analysis of ITT programmes Issues with IWB training in ITT; lack of preparation for school placements

Analysis of maths teaching12 teachers; 41 lessonsDepartmental collaboration importantSupport needed for teachers to realise potential Index

Bedding in: 2005

ITT looks at pedagogical change(Beauchamp & Parkinson, 2005)

IWB and maths lessons(Averis, Glover et al, 2005)

Pupils aware of 3 great gains:Brighter and clearer presentation;Stepped learning & ability to recall earlier material;Rapid responses to interactive materials, so learning is

reinforced or re-visited.

Bedding in (ii)

Maths teaching in Y5 & Y6(Newcastle University: Wall, Higgins & Smith, 2005)

72-pupil sampleFocus on metacognitionPositive pupil reactions to teacher use of IWBPupils want to use board

Christ Church Canterbury report(Stein, 2005)

Emphasis on the role of training and support for successful implementation & use.

Bedding in (iii)

Impact on teaching, learning and attainment(Cuthell, 2005a)

Teacher and pupil feedback

MirandaNet research, in-depth case studies & questionnaires

All teachers see IWB as transforming their teaching

Pupils enthusiastic, more motivated

Discipline and attendance improve

Bedding in (iv)

Shifts in teacher self-belief: classroom realitiesCuthell, 2005b)

Teacher beliefs about learning theory, and the ways in which these are integrated into praxis and pedagogy, can be accommodated by IWB – which then support the teacher in whatever ways they approach the classroom learning process.

Once the initial period of familiarization is complete (about three months or so) the possibilities of the technology and the software prove increasingly effective.

Interactivity: initial understanding, that pupils would move to the board as part of the lesson, engage with the board and then move back to their desk – and be replaced by another pupil – is not really the way that we should frame interactivity.

Intereractivity relates to the process of learning on the part of the pupil, an interactive process that engages the learner and facilitates the cognitive development appropriate to the individual.

IWB provide a powerful tool that facilitates the learning of the whole class, rather than some individuals. When learners are able to see, and recall, the meaning they can incorporate it within their cognitiveschemas and construct their own picture of knowledge and understanding.

Index

Critical scrutiny: 2006

MathematicsGesture & the IWB (Miller & Glover)

Livelier teaching as IWB become standardTeachers enthused as well as pupils

ITT & IWB Pedagogy (Miller et al)Need for ITT trainers to be trained in IWB pedagogy

Maths teaching & IWB (Miller)No record of impact on attainmentInsufficient CPDThe focus is on content, rather than process

KS2 National Strategy Interactions (Smith & Higgins)2-yr study; 184 lessons observedNeed for more pedagogical development

Critical scrutiny: 2006 (ii)

PedagogiesReflections on the IWB phenomenon (Kennewell)

Limited concepts of interactivity

Interactivity the pedagogical ideal

Cognitive development not always enhanced by IWB use

More CPD needed

International insights (Cuthell)Positive impact on classroom organisation

Shifts in pedagogy to more active teaching & learning

Action research & teacher collaboration key to successful CPD

Critical scrutiny: 2006 (iii)

Technology in schools metastudy (Cisco)

The use of IWB results in:Increased visualisation

Increased interactivity

Increased reflective dialogue

Enhanced learning

Index

The current positionKeele report (Miller & Glover)

Need for enhanced CPDFor technological flexibilityPedagogical flexibilityAppropriate materials design

IoE Study (Moss et al)Need for CPD to support individual teachers’ exploration of current

pedagogyNeed for development of visual & multimodal deynamic

representationsRole of teachers in resource creation

(Boards installed 2003-4; research undertaken 2004-5)

The current position

Classroom transformations (Cuthell)Findings from international MirandaNet study:

China, Mexico, South Africa, United Kingdom

Action research project supported by online community of practice

focus an exploration of ways in which IWB can effect change

Teachers develop constructivist pedagogyCollaborative with with colleagues and pupils

Pupils use technology to present to other pupils

Roles of all school stakeholders changed Index

Stages of implementation

Burden (2002)Infusion

Learning how to use the technology

Limited number of staff involved

IntegrationUsing the technology as a

reinforcement of teachingGreater number of staff

TransformationChanges observed in teaching

Glover & Miller (2002-on)Missioners

Leading-edge teachers

Incorporate technology into praxis

TentativesWait to see how Missioners

integrate IWB

LudditesResist technology as ‘something

else to go wrong’

Stages of implementation (Cuthell)

Adding to existing practice

Changing the process

Pedagogical changes

Working collaboratively


Information transmission models

Adding to existing practiceIWB technology enhances what we already doWe do the same things, but in different waysThe technology provides additional strategies


Constructivist models

Changing the processClassroom activity & organisationInnovative materialsBuilding new conceptsSupporting reflective practice


Social Interaction in classroom

Working collaborativelyTeacher - teacherPupil - pupilTeacher - pupil


Social Interaction?

Pedagogical changesActive learning whole classSupport for group activitiesAutonomous pupil workPupils present work to others

Index

Pedagogical changes (1)

More active learning involving the whole class– Supported by visual materials– Greater scope for differentiated materials– Integration of ludic elements promotes enjoyment of

learning– Learning is reinforced by the process of

visualisation


Support for group activities– Differentiation enabled by IWB whilst other groups

work independently– Greater scope for reinforcement and learning

support– Collaboration with colleagues produces a wider

range of activities– All pupils are productively engaged in learning


Pupils learn to work autonomously– A third element is added to the teacher - pupil dyad– Teacher - IWB - learner triad objectifies learning– Collaboration between pupils is supported– Network access to learning materials facilitates

learner involvement


Pupils present their work to others:– the role - and status - of pupils is transformed;– preparing work for, and presenting to, peers

reinforces learning;– group work extends individual confidence and

competence;– the ecology of the classroom changes.

Index

Implications for CPD

IWB skills development

ICT integration

Materials creation

Multi-modal affordances

Development and enhancement of interactive multi-modal pedagogies

Interaction on line with expert colleagues

Changing teacher self-belief

Successful CPD engages higher-order thinking.

Successful CPD is a process of self-actualisation (Maslow).

This is supported by a strong internal locus of control (Rotter).

There is an intrinsic struggle between these qualities, a content-driven curriculum with prescribed outcomes and externally imposed schemes and practice.

CPD as a catalyst for change

Digital Tools for Digital LearningCPD programmes should focus on Visual Learning.They should incorporate a full range of digital tools.Multi-modal resource creation should be an integral part

of such a programme.Evidence-based research projects provide the most

effective form of CPD.(Preston & Cuthell, 2007)

Index

Visual Learning(MirandaNet, Naace, Steljes)

Visual Narratives

Communicating visually through animation

Games in visual learning

The active web in visual learning

Images in learning

Display technologies for promoting visual learning

Creating maps of ideas

Visualising data

Section for the IWB group?

digital tools for visual learning establishing evidence of the impact of interactive whiteboard use...

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