Embedding interactive whiteboards in teaching and learning: the process of change in pedagogic practice

Updated: 11:13am, 14 Nov, 2022
21 January 2009 (Wed)
Room 101, Runme Shaw Building, HKU
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This seminar draws on research carried out for the UK government during 2004-06 to evaluate the impact of interactive whiteboards for teaching and learning in primary schools. Multi-level modelling analysis showed positive gains in literacy and mathematics for children aged 7 and 11, directly related to the length of time they had been taught with an interactive whiteboard (IWB). These gains were particularly strong for children of average and above average prior attainment. Observations of classrooms, recorded with digital video, and post-observation interviews with teachers and children, were used to develop a detailed account of how pedagogic practice changed following the initial installation of the IWBs and over the following two years. The combination of multi-level-modelling and digital video data enabled the researchers to visit the classrooms of teachers whose pupils had made exceptional gains in attainment and seek to identify what features of pedagogy might have helped to achieve these gains. It was also possible to seek reasons for the lower levels of achievement of pupils in the bottom 20% of prior attainment, despite their enthusiasm for the IWB and improved attention in class.

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About the speaker(s):
Bridget Somekh is Professor of Educational Research in the Education and Social Research Institute at Manchester Metropolitan University and a former Deputy Director of the Scottish Council for Research in Education and Dean of the School of Education and Professional Development at the University of Huddersfield. She is an Editor of the international journal, Educational Action Research, which is based at MMU, and on the editorial boards of the Journal of Technology, Pedagogy and Education (TPR, formerly JITTE), the Journal of Learning, Media and Technology, and the Journal of Teachers and Teaching: Theory and Practice. She is a former member of the Council of the British Educational Research Association, and from time to time does advisory work for Research in the EU. Both the UK Economic and Social Research Council and the UK Engineering and Physical Sciences Research Council call on her to review research proposals. Her research interest is the process of innovation and the management of change, in particular the impact of ICT on users and their organizations, and the ways in which learning with ICT is enabled or constrained by curricular, pedagogical and organizational factors. Since 2000, she has directed a number of national evaluations studies, including the ImpaCT2 (DfES), ICT Test Beds (DfES) and Primary Schools Interactive Whiteboards (SWEEP) evaluations of the impact of the UK government’s investment in ICT for schools.
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