Interactive Whiteboard - BECTA

From technology to professional development: How can the use of an interactive whiteboard enhance the nature of teaching and learning in secondary mathematics and modern foreign languages? Dave Miller, Derek Glover, Doug Averis and Victoria Door (September 2003 - March 2004)

Key question for the research

Our key question is:

What are the essential features of interactivity, intrinsic in the use of interactive whiteboards, which make them more effective than current similar presentation media (whiteboard, OHP, computer with data projector) and how can these be promoted and then sustained?

and subsidiary to that:

  • how can the interactive whiteboard be used in ways that are more effective than current use of other presentation media?
  • what should one look for in commercial or other available interactive whiteboard materials to maximise any benefits of the use of the interactive whiteboard?
  • what type of materials should teachers look to produce for themselves given the constraints that they are working under?
  • what model of professional development in this context best supports the growth of the effective use of interactive whiteboards in the classroom?

Research Design and Methodology

It is our intention to discover, investigate and analyse effective practice in order that we might produce clear guidelines for staff development that would enable secondary teachers of mathematics and modern foreign languages to move much more quickly to a stage where they might become effective teachers with interactive whiteboards. It is expected that this might be achieved through collective exploration of the learning process and the potential of interactivity, and through the sharing of 'effective practice'.

Our analysis will include reference to:

  • definitions and elements of interactivity
  • balance in the use of presentation and learning techniques
  • opportunities for interactivity in lessons (starter, main, plenary etc.)
  • profiles of effective practice in pedagogy in terms of elements of interactivity (use of colour, drag and drop, hide/reveal, reprise etc.)
  • teachers' perceptions of the learning process in action
  • criteria for selection of software for use on interactive whiteboards
  • advice for teachers who wish to produce their own materials and examples of such simple, but effective, materials
  • histories of experience and how the teachers have 'learned' to become effective practitioners
  • professional development requirements

As outcomes we would expect to produce:

  • 'action outlines' for using interactive whiteboards in mathematics and modern languages in terms of the preparation and use of resources and teaching
  • a report that provides examples of professional development to enable teachers of mathematics and modern foreign languages to make the transition to a new interactive pedagogical insight
  • a brief report that suggests areas for further research and details issues for policy makers
  • such professional and academic articles as may emerge

Reporting and dissemination (Update)

A report has already been sent to BECTA and we await their approval before disseminating the results more widely.

Publications

More details at this website.


For further information contact Dave Miller

Email: d.j.miller@educ.keele.ac.uk
Tel: 01782 733124
Fax: 01782 734428
Address:   Education, Keele University, Keele, Staffordshire, ST5 5BG