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Digital Tools for Visual Learning Establishing evidence of the impact of interactive whiteboard use in teaching and lear

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. The Material Base. Research implications.

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Digital Tools for Visual Learning Establishing evidence of the impact of interactive whiteboard use in teaching and lear

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  1. 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

  2. The Material Base

  3. Research implications Significant 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.

  4. Early research: 1999 - 2002 Impacts on individual teachers and classes In a UK comprehensive school (Smith, 1999) On foreign language classrooms (Gerard, 1999) Potential for Mathematics Education As a platform for students’ work (Grieffenhagen, 2000) Implementation issues 6 schools in Kent (Smith, 2001) One secondary school. User typology developed (Glover & Miller, 2001)

  5. Early research: 1999 - 2002 (ii) Student perceptions US High School; 609 students; 92% say IWB help learning (STCC, 2002) Teacher & Pupil perceptions Sheffield study: classroom observation; teacher interviews; student questionnaires & focus groups (Levy, 2002) Pupil perceptions Learning with ICT at Primary level. 30 KS1 & 2 pupil sample. (Goodison, 2002) Index

  6. 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.

  7. In-depth studies: 2003 - 2004 (ii) MirandaNet Action Research project 9-month project 8 teachers 6 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.

  8. In-depth studies: 2003 - 2004 (iii) (Glover, Miller et al, 2004) Leadership challenges posed by IWB introduction Typology of users developed; Missioners, Tentatives & Luddites Inadequate training identified as the issue Analysis of ITT programmes Issues with IWB training in ITT; lack of preparation for school placements Analysis of maths teaching 12 teachers; 41 lessons Departmental collaboration important Support needed for teachers to realise potential Index

  9. 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.

  10. Bedding in (ii) Maths teaching in Y5 & Y6 (Newcastle University: Wall, Higgins & Smith, 2005) 72-pupil sample Focus on metacognition Positive pupil reactions to teacher use of IWB Pupils want to use board Christ Church Canterbury report (Stein, 2005) Emphasis on the role of training and support for successful implementation & use.

  11. 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

  12. Bedding in (iv) Shifts in teacher self-belief: classroom realities Cuthell, 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

  13. Critical scrutiny: 2006 Mathematics Gesture & the IWB (Miller & Glover) Livelier teaching as IWB become standard Teachers 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 attainment Insufficient CPD The focus is on content, rather than process KS2 National Strategy Interactions (Smith & Higgins) 2-yr study; 184 lessons observed Need for more pedagogical development

  14. Critical scrutiny: 2006 (ii) Pedagogies Reflections 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

  15. 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

  16. The current position Keele report (Miller & Glover) Need for enhanced CPD For technological flexibility Pedagogical flexibility Appropriate materials design IoE Study (Moss et al) Need for CPD to support individual teachers’ exploration of current pedagogy Need for development of visual & multimodal deynamic representations Role of teachers in resource creation (Boards installed 2003-4; research undertaken 2004-5)

  17. 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 pedagogy Collaborative with with colleagues and pupils Pupils use technology to present to other pupils Roles of all school stakeholders changed Index

  18. Burden (2002) Infusion Learning how to use the technology Limited number of staff involved Integration Using the technology as a reinforcement of teaching Greater number of staff Transformation Changes observed in teaching Glover & Miller (2002-on) Missioners Leading-edge teachers Incorporate technology into praxis Tentatives Wait to see how Missioners integrate IWB Luddites Resist technology as ‘something else to go wrong’ Stages of implementation

  19. Stages of implementation (Cuthell) Adding to existing practice Pedagogical changes Changing the process Working collaboratively

  20. Stages of implementation (Cuthell) Information transmission models Adding to existing practice IWB technology enhances what we already do We do the same things, but in different ways The technology provides additional strategies

  21. Stages of implementation (Cuthell) Constructivist models Changing the process Classroom activity & organisation Innovative materials Building new concepts Supporting reflective practice

  22. Stages of implementation (Cuthell) Social Interaction in classroom Working collaboratively Teacher - teacher Pupil - pupil Teacher - pupil

  23. Stages of implementation (Cuthell) Social Interaction? Pedagogical changes Active learning whole class Support for group activities Autonomous pupil work Pupils present work to others Index

  24. 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

  25. Pedagogical changes (2) 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

  26. Pedagogical changes (3) 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

  27. Pedagogical changes (4) 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

  28. 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

  29. 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.

  30. CPD as a catalyst for change Digital Tools for Digital Learning CPD 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

  31. 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

  32. Section for the IWB group?

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