Upload
tracey-bond
View
214
Download
0
Embed Size (px)
Citation preview
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
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
Stages of implementation (Cuthell)
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
Stages of implementation (Cuthell)
Constructivist models
Changing the processClassroom activity & organisationInnovative materialsBuilding new conceptsSupporting reflective practice
Stages of implementation (Cuthell)
Social Interaction in classroom
Working collaborativelyTeacher - teacherPupil - pupilTeacher - pupil
Stages of implementation (Cuthell)
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
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
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
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
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