Present Article

Embedding interactive whiteboards in teaching

and learning: The process of change in pedagogic practice

learning in primary schools in England. Multilevel modelling showed positive gains

in literacy, mathematics and science 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. Classroom observations, together with teacher and pupil interviews, were

used to develop a detailed account of how pedagogic practice changed. Results from

the multilevel modelling enabled the researchers to visit the classrooms of teachers

whose pupils had made exceptional progress and seek to identify what features of

pedagogy might have helped to achieve these gains. It was also possible to examine

possible reasons for the lack of impact of IWBs on the progress of low prior

attainment pupils, despite their enthusiasm for the IWB and improved attention in

class. The IWB is an ideal resource to support whole class teaching. Where teachers

had been teaching with an IWB for 2 years and there was evidence that all children,

had made exceptional progress in attainment in national tests, a key factor was the

use of the IWB for skilled teaching of numeracy and literacy to pairs or threesomes

of children. Young children with limited writing skills, and older pupils with special

educational needs are highly motivated by being able to demonstrate their skills and

knowledge with the tapping and dragging facilities of the IWB. These effects are

greatest when they have the opportunity, individually or in small groups, for

extended use of the IWB rather than as part of whole class teaching. The IWB is in’ learning. The IWB’ s use becomes embedded in their pedagogy as a interactions

effect a mediating artefact in interactions between teacher and pupils, and when

teachers use an IWB for a considerable period of time (at least 2 years), teachers

learn how to mediate the greatly increased number of possible interactions to best aid