Improving Learning Outcomes with Interactive Whiteboards

1. Improving Learning Outcomes with Interactive Whiteboards Don Passey Senior Research Fellow Department of Educational Research Lancaster University

2. “Preparing lessons for use on an interactive whiteboard means that lesson preparation is focused on how pupils learn, rather than on what needs to be taught.”

3. How can interactive whiteboard use be focused to improve outcomes? Sources (over a 4 year research period): • Two year study of 14 schools using a year 7 complete subject curriculum designed for use on interactive whiteboards (RM Mathsalive) • One year study of pupil motivation arising from uses of ICT (DfES) • Two year study of e-learning developments in schools across a regional broadband consortium (RBC)(WMNet and its 14 LEAs)

4. What sort of learning outcomes would you want? Would you want this – example 1? §92% of all pupils indicated they enjoyed using computers at school. §87% indicated they thought their computer skills had increased. §87% indicated they enjoyed using computers at home. §86% indicated they enjoyed using the interactive whiteboard. §85% indicated more use of technology than the previous year. §75% indicated that mathematical games helped them to remember. §73% indicated the interactive whiteboard resources made mathematics easier. §73% indicated they understood most things in mathematics lessons. §72% indicated they could answer questions more easily. §70% indicated interest in use of graphical calculators. §69% indicated more interest in mathematics than in the previous year. §64% indicated more enjoyment of school than the previous year. §61% indicated they learned from the video. §60% indicated they discussed mathematics more than in the previous year. Responses from 425 year 7 pupils, from across 14 schools

5. Level of difference by the end of the year Question -0.41 I enjoy school. -0.37 Mathematics is my favourite subject at school -0.30 I enjoy doing mathematics homework more than homework in other subjects. -0.23 Worksheets make mathematics easy. -0.20 I like mathematics. -0.15 I understand most things in mathematics lessons. -0.15 I enjoy using computers at school. -0.10 Mathematics lessons give me more ideas of how to do mathematics. Or would you want this – example 2? Matched responses from 264 matched year 7 pupils, showing the decrease in attitudes towards certain aspects of school, teaching and learning from across the group, between Autumn Term 2001 and Summer Term 2002

6. These results came from the same schools, and the same teachers. The results came from successive year groups, and the results were largely consistent across the 14 schools involvedSo what was the difference? The system developed: • was a complete curriculum • able to be delivered by teachers through the use of interactive whiteboards • provided a range of resources • video introductions to topics • mental and oral starters • main activities • worksheets and activity sheets • games • homework activities

7. An analysis of lessons observed during each half term of use of the resources showed how teachers were using the lesson time available at each stage: • a great deal of time was spent on the main activities (which were largely whole class teaching sessions) in the first term • mental starter and group activities accounted for the next largest proportions of time • the amount of time spent on classroom administration seemed to be high, but at least some teachers found ways to ensure that useful activities were occurring during this time • time spent on reviews and plenary sessions accounted for only about the same amount of time that was spent on classroom administration

8. Resource Total time used in lessons in minutes during the first term Percentage Total time used in lessons in minutes during the first half of the second term Percentage Total time used in lessons in minutes during the second half of the second term Percentage Interactive whiteboard 395 59.4 317 45.16 269 46.54 Computers 163 24.51 120 17.09 51 8.82 Worksheets 84 12.63 248 35.33 244 42.21 Graphical calculators 23 3.46 17 2.42 14 2.42 Total 665 100 702 100 578 100 Different forms of ICT were used

9. It was clear that: • the level of use of interactive whiteboards was high in the first term • use of computers was at a higher level than that of worksheets • the substantial changes by the second half of the second term were that the levels of use of the interactive whiteboard were beginning to decrease, the levels of computer use had decreased substantially, and the amounts of worksheet use had increased substantially

10. Observations in the lessons identified the forms of pupil interaction occurring: • pupils were engaged in high levels of listening, but also that they were engaged in response to teacher questions at a high level during the first term • the levels of writing and working on worksheets were initially lower • the resources were shifting pupil interactions away from the dominant use of worksheets and writing towards responding to teacher questions verbally • the substantial change during the later half terms was concerned with the amount of time using worksheets, which was greater • the amount of time listening, responding to teachers questions verbally and writing notes was lower as a consequence

11. Form of teacher interaction Total maximum times spent in lessons in minutes in the first term Percentage Questioning and stimulating responses 290 38.62 Instructing 95 12.65 Monitoring 219 29.16 Presenting 20 2.66 Explaining 127 16.91 Total 751 100 Forms of teacher interaction used initially were identified

12. This analysis indicated that: • high levels of teacher time were spent in questioning, stimulating responses and monitoring pupils while they worked • lower levels of time were spent in given instructions and presenting • teaching was more of a focus than instruction

13. Classroom management and planning were clearly essential: • the use of the resources and the interactive whiteboard were leading to improved planning at early stages • at later stages planning was less focused and less detailed • it relied more upon ‘teacher wit’ than ‘planned interaction’ • the movement observed was concerned with a shift from ‘planned interaction’ to ‘covering content’

14. Teachers’ approaches latterly meant that: • Pupils had been less directly involved in the use of interactive whiteboards • Teachers had used interactive whiteboards increasingly for presentational purposes • Less kinaesthetic and visual approaches to stimulate learning engagement had been involved • There had been more use of text-based resources and writing in exercise books • The use of resources had moved from often being the key resource to that of a resource integrated with others (often largely book or text based)

15. Total amount of use (in minutes) Percentage Type of teaching approach 540 34 Discussion, questions and answers 526 33 Writing in books or on paper 350 22 Interactive whiteboard for presentation 251 16 Interactive whiteboard for verbal responses 70 4 Interactive whiteboard used by pupils 67 4 Worksheets completed 60 4 Computer use with pairs of pupils 34 2 Physical resources, such as dice 19 1 Graphical calculators 16 1 Video 11 1 OHP 1607 100 Total Teaching approaches had shifted during the course of the trial in the second year

16. Teacher discussion (in nearly 50% of cases with use of an interactive whiteboard to stimulate or form a background to that discussion), writing in books and on paper, and the uses of interactive whiteboards for presentation purposes and as a background to discussion, constituted the majority of use Pre-preparation and planning were focused and key issues at the earlier stages: • What to present • How to present it • How it would engage pupils and learning

17. http://www.bbc.co.uk/schools/primaryfrench/numbers13_21/game.shtml?navhttp://www.bbc.co.uk/schools/primaryfrench/numbers13_21/game.shtml?nav

18. School exemplar 1 School exemplar 2 Pupil responses are given in the tables Classroom practice examples following the tables The school is in the bottom 5% of areas of social deprivation There is an interactive whiteboard in every area There is a full set-up in each area, including speakers, for composition, and for playing music Teachers have access to Espresso, Granada Learning, and ICT Alive Some staff modify resource for use on interactive whiteboards to support interactive use The school has 720 pupils, is 3 form entry with 23 classes In 1998 ICT was identified as an Ofsted need An NGfL grant funded a dedicated ICT suite, with 1 hour per week per class from year 1 By 2003 there was an interactive whiteboard in every classroom including the nursery and reception areas Use varies, with nursery and year R involved in a lot of 'touching' use, and older pupils using on-line learning, video, animation, etc. Espresso and Easiteach are available to teachers All staff have laptops All staff plan using ICT Why do pupils feel that interactive whiteboards help them? (the things that will make the difference)

19. Interactive whiteboard features Year 2 pupil responses Year 4 pupil responses Year 5 pupil responses Year 6 pupil responses It engages over a long time period Use it a great deal Used a lot Had it for about 2½ years and not getting bored with it It can engage pupils through the forms of game activities that are not available in other ways It can be used for games as well as looking at information (dot-to-dot game) Like games on Espresso Attention is drawn to it Variety is enhanced Variety is important, games, tests, words, pictures, changes Engagement and attention span

20. In a year 6 class, the teacher brings up a test paper on the interactive whiteboard, and enlarges it so pupils can read it It is left on the screen while the teacher asks questions and discusses teeth Pupils focus their attention forward, rather than having to look down at a paper and then up at the teacher

21. Interactive whiteboard features Year 2 pupil responses Year 4 pupil responses Year 5 pupil responses Year 6 pupil responses It can be used by pupils as well as for teaching It is used in turns or in groups Take use in turn Direct pupil use and interaction

22. In a Year 3 class, the interactive whiteboard is used with ReviseWise Science, on the topic of foods Ideas are presented through the use of sound as well as pictures The teacher talks about food elements - carbohydrates, vitamins etc. The teacher puts up an activity to put a healthy meal together Pupils need to pick foods, to drag and drop foods on the interactive whiteboard

23. Interactive whiteboard features Year 2 pupil responses Year 4 pupil responses Year 5 pupil responses Year 6 pupil responses Auditory features provide ‘other’ voices Can listen to poems Sound effects are good Visual elements highlight and enhance things being covered Can choose colour Can see pictures, can put a background in Like seeing videos from the internet, can see in your mind more Kinaesthetic features can support pupil interaction Can click and drag More things to do Forms of engagement and learning approaches

24. The teacher uses Virtual Experiments with a year 6 class Experiments are shown with sound descriptions The sound provides a voice that offers variety, which aids attention

25. Two year 6 pupils say they use the interactive whiteboard every day, and they can write on it It is used for literacy, science, mathematics, history, geography, art They say it helps them to learn, it is easier to understand You cannot do so much on a blackboard You can understand writing Colour and images help You can remember more, can save and look back You have access to a lot of resources You understand when things are gone over You can go over homework and discuss it Annotation and highlighter help There is no chalk dust

26. Interactive whiteboard features Year 2 pupil responses Year 4 pupil responses Year 5 pupil responses Year 6 pupil responses Things are remembered through association with activity, colour, movement, etc. Remember quite a lot that are associated through activities and features such as colour Can change colour of pen Can change things, cartoons help, can picture things in the mind, and then it is possible to remember Can move and see pictures, can rotate them, easier to learn with activities, can memorise things, can recall things more Reconstruction of ideas can be accommodated Can move things around, rearrange things, put in things that are forgotten, put them in the right order or place Can change fonts, and can discard easily Can add or delete things, can show where to improve, how to do it Modelling of ideas and outcomes is enhanced Can make things correct that are wrong Can try things, can try possibilities yourself Tells you when you go wrong, with spelling The psychology of learning

27. In a year 5 lesson, different parts of the lesson used different resources on the interactive whiteboard The different resources allowed the lesson to ‘restart’ Attention is often highest at the start of a lesson Being able to restart means that high attention is renewed

28. Interactive whiteboard features Year 2 pupil responses Year 4 pupil responses Year 5 pupil responses Year 6 pupil responses It is possible to easily go back to review something already done Can save things Can save work to another board, cleaners don’t rub the work off Can save work, can go back to things easily Can leave things, do not need to ‘rub things out’ Distraction elements are reduced Traditional boards squeak and pens run out Clarity can be enhanced Can make writing bigger Pictures are better than those drawn by teachers ‘Computing writing’ is clearer Detail can be enhanced Labelling helps Explains better, diagrams help, can click on words for explanation Can make things bigger The ‘unexpected’ can be used Can cover things or use the ‘blind’ What is seen is ‘neat’, and felt to be sophisticated It is neater to uncover using the interactive whiteboard Visibility is important It’s like having a ‘giant computer on the wall’, can see things easily Pace and style in lessons

29. A year 6 boy likes ‘working’ rather than listening He says he has to listen more if not using an interactive whiteboard With a blackboard you have to wait more; pace is enhanced with the interactive whiteboard There is no need to wait If he does (without the interactive whiteboard), he starts talking, then gets told off, does not like this, and then gets into trouble

30. Interactive whiteboard features Year 2 pupil responses Year 4 pupil responses Year 5 pupil responses Year 6 pupil responses Numeracy aspects can be covered, and remembered Can cover areas of numeracy (number grid) Maths questions are put on the board Helps a lot with maths Maths is covered a lot Subjects areas and topics are covered widely Easter story and RE, helps with the Tudors, can use objects, a ruler, protractor, music paper Used in all subjects Matching the needs of subject areas

31. The teacher uses a video clip about insulation The teacher discusses the results of the experiment The teachers gets pupils to estimate cooling effects The teacher asks questions of individual pupils and asks whether others agree The teacher can focus on the analysis of the results, rather than spending time always on having to reproduce the procedure of the experiment

32. Interactive whiteboard features Year 2 pupil responses Year 4 pupil responses Year 5 pupil responses Year 6 pupil responses Checking answers becomes more of a shared activity Can use a ‘blind’ to check the answer Collaboration is enhanced as the focus of attention is shifted from teacher to teacher AND interactive whiteboard Can work together more, can see things more and work together Concentrate more, boring if using the static board, teachers talk too much, helps to work together to solve problems Can show pupils’ work easily, help each other, work together more Involvement, collaboration and ownership

33. The teacher says it engages pupils for longer There are lots of resources to use in all topics Games in mathematics are felt to be very useful Some pupils go home and continue to use these Some pupils find other resources or URLs and bring them into school The teacher accesses the resources found by pupils in the class and picks out key points or ideas from these In this way pupils are leading learning and involvement is being encouraged

34. Interactive whiteboard features Year 2 pupil responses Year 4 pupil responses Year 5 pupil responses Year 6 pupil responses Can access ‘real’ situations Can see things in every day life situations Context, pertinence and relevance

35. Two year 6 pupils feel that the interactive whiteboard brings new resources not old books They find they can find things without going into the ICT suite They find it easier to listen to 2 voices rather than 1 They can check facts and one voice explains the other Visual descriptions help Things that are annotated and coloured help This can indicate what is wrong

36. Interactive whiteboard features Year 2 pupil responses Year 4 pupil responses Year 5 pupil responses Year 6 pupil responses Discussion about learning can be focused on Discuss things more, try to work out strategies, try them out, and tend to remember strategies more Helps to discuss more A focus on the ‘real’ audience

37. ICT (including interactive whiteboards) appears to be offering a means for a range of pupils to be able to view success It enables pupils to see possible end-points for their work, and to recognise that they could work towards these in order to complete work But the use of ICT has to be coupled with learning tasks that are appropriate, and where teaching is providing a core of focused pointers (for example, research activities need to be coupled for some pupils with pointers of where to find appropriate sources, how to view their validity and bias, how to consider appropriate questions to ask, and how to select pieces of information of relevance and pertinence)