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The Impact of Interactive Whiteboards on Teaching, Learning and Attainment

The Impact of Interactive Whiteboards on Teaching, Learning and Attainment,John P. Cuthell

The Impact of Interactive Whiteboards on Teaching, Learning and Attainment   (Citations: 3)
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During the past three years the UK government has provided increasing funds for schools to invest in interactive whiteboard technology, together with research initiatives to evaluate the effectiveness of practitioner use. MirandaNet has been involved in the evaluation of interactive whiteboard technology and use for the past five years. This paper examines studies led and managed by MirandaNet, through the MirandaNet International Research Centre and MirandaNet Academy, into the ways in which interactive whiteboards have been used as essential tools to develop and implement school teaching and learning policies. The paper describes schools' ICT diffusion and integration strategies to enhance all aspects of teaching and learning through school improvement policies. The impact of the work on the schools will be outlined, together with an assessment of the changes in attitudes and attainment. The Impact of Interactive Whiteboards on Teaching, Learning and Attainment During the past three years the UK government has provided increasing funds for schools to invest in interactive whiteboard (IWB) technology. This technology has an impact on whole-class, group and individual teaching and learning, with the ability to extend the range of teaching and learning styles deployed in a classroom. This investment has been paralleled with a number of research initiatives to evaluate the effectiveness of practitioner use of interactive whiteboards in raising attainment and transforming learning (Becta 2003, 2004; ImpaCT2, 2002; Review Project, 2004). MirandaNet, a collaborative online community of teachers, teacher educators, researchers and industry partners, has been involved in the evaluation of interactive whiteboard technology and use for the past five years. It has involved teachers, schools and pupils in research into effective IWB use through its practitioner-led action research projects (Cuthell, 2002; 2003; 2004) published on the MirandaNet website. This paper examines one series of such studies led and managed by MirandaNet, through the MirandaNet Academy, into the ways in which interactive whiteboards have been used as essential tools to develop and implement school teaching and learning policies. The schools range from Early Years (K - 2) through to Sixth Form (Grades 12 & 13) and cover the United Kingdom from the North East to the South Coast. Further, the impact on teaching and learning in each of these schools, and the ways in which Information and Communication Technology (ICT) diffusion and integration within the curriculum is enhanced, is described, The collaborative creation of innovative curriculum materials and the optimisation of the range of learning styles is outlined, together with differentiation of materials and presentation to facilitate an inclusive classroom. The use of IWB as a tool in Assessment for Learning is explored. Pupil and teacher attitudes and perspectives are evaluated. The impact of IWB pedagogies on the schools' Teaching and Learning policies will be outlined, together with an assessment of the changes in attitudes and attainment.
Published in 2005.
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