The start of day two saw BECTA provide a ‘hot off the press’ snapshot of their latest research in the UK – The Evaluation of The Primary School Whiteboard Expansion Project.
The DfES Primary Schools Whiteboard Expansion project (PSWE) provided substantial funding to 21 Local Authorities in 2003-04 to support the acquisition and use of interactive whiteboards in primary schools.
The implementation and impacts of the project were evaluated by a team at Manchester Metropolitan University, led by Professor Bridget Somekh.
This major study into the the impact of interactive technologies on student performance standards, involved 20 Local Authorities and 7272 learners in 97 schools. Variables considered in this detailed research included; length of exposure to interactive whiteboard technology, the age of pupils (down to individual birthdays), gender, special needs, entitlement to free schools meals and other socio-economic groupings.
Dr. Vanessa Pittard from BECTA had the following to offer after her presentation:
“The findings are stunning. They clearly show that when teachers fully integrate interactive whiteboards, and they make best use of their functionality, pupils really do benefit.”
She went on to say that it is also a story that gets better over time:
“A consistent finding across all data was that the length of time pupils have been taught with an IWB is a major factor that leads to attainment gains. The impact of interactive technology is also bigger with second cohorts… when the technology has been more embedded. “
The research was also clear in where barriers to student attainment lay and how interactive technology helps address them. Vanessa stated that:
“Socio-economic group is a significant factor in student attainment – which remains a core challenge. The evidence around low attaining boys in the study however, suggests clearly that use of interactive technology improves the performance of less engaged pupils.”
The research also addressed some concerns that interactive whiteboards supported old fashioned instructional models. She said.
“Too much focus on whole class teaching was shown to be not true – with many examples of small group activity and individual and one to one work being found. Interactive technology clearly does increase the interaction between pupils and teachers – with more questioning time & longer pupil answers. This is not just a didactic technology.”
Overview of the findings
The research showed that interactive whiteboard technology led to consistent gains across all key stages and subjects. Gains were measured in ‘months progress’ against standard measures of attainment over the two year study period.
In infant classes, ages 5 – 7:
- In Key Stage 1 Maths, high attaining girls made gains of 4.75 months over the two years, enabling them to catch up with high attaining boys.
- In Key Stage 1 Science, there was improved progress for girls of all attainment levels and for average and high attaining boys.
- In Key Stage 1 English, average and high attending pupils all benefited from increased exposure to interactive whiteboards
There was also clear evidence of similar impacts in Key stage two – ages 7 – 11
- In Key Stage 2 Maths, average and high attaining boys and girls who had been taught extensively with the Interactive Whiteboard made the equivalent of an extra 2.5 to 5 months progress over the course of the two years.
- In Key Stage 2 Science, all pupils, except high attaining girls made greater progress with more exposure to the IWB, with low attaining boys making as much as 7.5 months additional progress
- In Key Stage 2 writing, boys with low attainment made 2.5 months of additional progress.
There was no adverse impact at any level. Vanessa Pittard says that this is a very critical finding. It means “schools can explore this particular type of technology without risk of failure.”The study also indicated how interactive whiteboards have very positive impacts on the attention, attitude and motivation of all pupils and produces a co-operative, ‘community of learning’ ethos in the class. It also shows how Interactive Whiteboards help with teaching abstract and difficult concepts and complex ideas – visual tools help pupils concentrate for longer and understand more fully.
BECTA summarise the research as follows:
“This study clearly shows the benefits that can be gained from effective use of an interactive whiteboard. We know that technology has the capability of bringing lessons to life and making that much more enjoyable for the learner.
Not only do the lessons become more fun, the study clearly shows the very real benefits in terms of learner attainment and engaging pupils in lessons.”
We asked Vanessa about where research could be looking next. We discussed Promethean Planet and the tools Promethean are putting in place to support of a global, resource sharing, practitioner community.
“Teacher workload is a major factor – sharing of resources and ideas will have great impact over time.”
With the Reveal project already highlighting classroom successes with learner response systems, there is clearly an opportunity to explore how other technologies designed to work in close conjunction with interactive whiteboards are impacting learning.
So the results are in and according to the research it looks like a win for interactive technology?
Read the full report here: Evaluation of the Primary Schools Whiteboard Expansion Project
October 9, 2007 at 5:21 pm
These preliminary findings are very exciting. I cannot help but wonder what the long term gains will be. I predict that children who are usually lost at early grades will be involved in their own educations in a meaningful way. If the political will is there to ensure that this educational tool is not smothered by more “initiatives,” teachers will be empowered to be educational leaders as they never have before and students will be right there next to them.
Students will enter secondary school with a different paradigm. They will own their education and expect to be co-learners rather than spectators. Watch out world.. the revolution in education is coming and will be led by those who would have been drop-out statistics in the previous generations!
October 10, 2007 at 7:53 am
This is an important report, with many intriguing insights from Bridget Somekh and Maureen Haldane, the most important of which for the politicians is that teachers have to be given time for familiarisation and reflection, with support, to “embed” technology in their teaching if it is going to be used properly and bring about the transformation preached by the theorists.
What was really impressive about the second day of the Symposium was the wide range of research, warts and all, that Promethean put up for discussion. For example, although the report on the Schools Whiteboard Extension: London Challenge by the Institute of Education found no learning gains in secondary schools and was used by the media to argue (erroneously) that investment in whiteboards was “a waste of money”, it is full of insights that could be used by policy makers for constructive purposes.
As Gemma Moss pointed out, the key issue is pedagogy and the curriculum, not the whiteboards. Sort out the pedagogy and the whiteboards can be used more effectively. It’s clear that the bravest Building Schools for the Future projects are already embracing curriculum reform to counter the alienation of pupils when they arrive from primary.
“If politicians had the nerve to slow down and take the long view we would all be a lot better off,” concluded Gemma Moss. Of course they could take off the blinkers too, and spend time looking at the reports they don’t like – the ones that don’t report gains – and work out for themselves what has to be changed. An outdated curriculum is still the major challenge.
October 11, 2007 at 1:34 pm
That’s exactly right Merlin, that’s why I enjoyed listening to Mick Waters from the QCA on his view of the challenge:
http://thesymposium07.wordpress.com/category/mick-waters/
October 31, 2007 at 9:54 am
We are reveiwing the use of E Whiteboards and I concerned about any eyesight or health issues. Can anyone point me inthe direction of some real findings?
November 6, 2007 at 2:09 pm
There was some discussion about this but no evidence appeared that I can point you to.
The Promethean interactive whiteboards have what is know as a Short Throw Projection system which send the light from a very steep angle from a projector that is on an arm above the board.
In this setup known as an Activboard +2 – it is actually not necessary to ever stand in the beam at all to operate the Activboard. This eliminates any possibility of your concern being a factor.
Full safety documentation is included with each Activboard that is shipped.
January 16, 2008 at 12:29 pm
Thanks for the blog. The findings are really informative. I completely agree with Gemma. Pedagogy and curriculum are the main issues and not the whiteboards. Streamline the Pedagogy, come up with better curriculum and the problem is solved.
December 30, 2008 at 4:09 pm
Thanks for posting… I’d like to see BECTA compare specific technologies more, but this is very interesting.