ICT research bursaries : a compendium of research reports a report on the ICT Research Bursaries 2002–03

An assessment of the ways in which teachers evaluate software, Bridging the gap: ICT in the transition year, Colouring outside the lines: research into the potential of using new digital technologies to increase home-school interactivity in a conductive education environment, The development and use of a computer-based model for assessing thinking skills, The Hedley Walter High School: cultural change in learning through the use of new technologies, ICT and subject literacies: a study of the relationship between ICT and subject literacies in the secondary school, An investigation into the visual and kinaesthetic affordances of interactive whiteboards, Making IT happen: patterns of ICT use among a group of UK school staff, Networking success: an investigation of the effectiveness of the Birmingham Grid for Learning's ICT Research Network, The Ripple Project: the whole school impact of conducting learner-centred ICT projects in infant classrooms, The use of interactive whiteboards in the primary school: effects on pedagogy, Video conferencing in the mathematics lesson, Trainee teachers and 'impact' learning: A study of trainees' views on what helps them to use ICT effectively in their subject teaching, An investigation of how different ways of presenting information using ICT may affect children's thinking, New Opportunities Funding: Did it work? A follow-up to NOF training, The HomE-Work Project, e-Learning in broadband-connected classrooms, Digital video and bilingual children with special educational needs: Supporting literacy activities, Sustainability and evolution of ICT-supported classroom practice, The impact of prior technological experiences on children's ability to use play as a medium for developing capability with new ICT tools, How can the use of an interactive whiteboard enhance the nature of teaching and learning in secondary mathematics and modern foreign languages?, Already at a disadvantage? ICT in the home and children's preparation for primary school, The impact of technology on children with physical disabilities: an evaluative case study at a special school in the West Midlands, Bedding in: factors that facilitate implementation and integration of ICT in classroom practice, Developing a networked learning community with ICT - learning the hard way, Exploring the elements that make an effective web-based science lesso

Becta review 2006. Evidence on the progress of ICT in education.

This is the review of the use and impact of ICT in the education system prior to the publication of the Government's e-Strategy for the education system, known as Harnessing Technology. The Review drew upon Becta's surveys of schools and FE colleges as well as other research to assess the impact of technology within the education system and the progress made in achieving Government policies in 2005-06

The effects of using a whiteboard interactively in a middle school mathematics classroom

The purpose of this study was to further examine the effects of using Interactive White Boards interactively versus as a glorified whiteboard. The experimental group consisted of seven eighth grade general education students and six eighth grade special education students. The experimental group was taught with lessons created to promote interactivity and student involvement and covered the five lessons in a unit on three-dimensional geometry. Baseline data was collected by using the mean of the students\u27 recent test scores. The post-test was then compared to the students\u27 baseline scores to show the effectiveness of the intervention. To further data analysis, baseline mean scores and post-test scores from the 26 other students in eighth grade math were analyzed and compared to the experimental group. Overall, the results showed the intervention was successful. Both the special education students and the general education students of the experimental group showed significant growth over their baseline data. Although the control group also showed growth from their baseline to the post-test, the growth was not as significant and a much higher percentage of students either showed very little growth or exhibited a lower score on their post-test than baseline

Teacher and Student Attitudes Towards the Use of Interactive Whiteboards in Two Australian Primary Schools: Factors Influencing Their Use

Technology is an integral part of all our lives. As educators, we must embrace new technologies as our students grow and develop around them. Current technologies allow us to communicate, record and engage more effectively. One such technology allowing us to do this is the interactive whiteboard (IWB). IWBs are quickly being introduced into schools across the nation and worldwide and, as such, educators need to explore the implications of having them in the classroom. It is also important to explore student attitudes to IWBs. As attitudes play an important part in student interest and engagement levels, it is important to determine current attitudes towards IWB use in the classroom and explore links between background factors and attitudes. Through a mixed methods approach, the current study used questionnaires to ascertain current attitudes towards IWBs and classroom observations were used to measure student engagement and teacher approaches. Students’ attitudes towards IWBs are positive and can be positively linked to student engagement. Contrary to initial expectations, one type of IWB use was not more effective in terms of engagement than another. However, what proved to be most effective in terms of student engagement occurred when teachers alternated between teacher-centred approaches and student-centred approaches. IWBs can be used to engage students in learning and the findings of the study indicate that teachers should alternate between student-centred and teacher-centred approaches in short clumps of time, thereby facilitating student interaction and high engagement levels

Harnessing technology review 2007. Progress and impact of technology in education. Full Report.

This is the first review of the use and impact of ICT in the education system following the publication of the Government's e-Strategy for the education system, known as Harnessing Technology. The Review drew upon Becta's surveys of schools and FE colleges as well as other research to assess the impact of technology within the education system and the progress made in achieving the system outcomes of the policy

The positive impacts of interactive whiteboards on student learning outcomes in FE colleges, and the conditions under which outcomes can be maximised.

This paper draws from a wider study on the use and impact of ICT within FE colleges. The research questions addressed are: what is it about the ways interactive whiteboards (iWBs) are being used that produce positive impacts on student outcomes, and what institutional and personal factors determine which teachers use iWBs effectively? Multiple case-studies of 6 colleges were designed using a new framework for classifying e-learning uses (ELUs) according to the learning context, learning objectives and the types of software and activities being used. Tutors’ beliefs in the efficacy of iWB use, their intentions for use, teaching style and pedagogical skills, and the subject taught all affected the ways in which iWB were deployed, and in particular the degree of multimedia and pedagogic interactivity. Tutors who made a lot of use of iWBs were in colleges where the leadership vision prioritised ICT within teaching and learning. The strongest impact on student outcomes occurred where iWBs were used in a variety of ways, use was appropriate for the subject, and congruent with the teachers' purposes and intentions for students' learning. Tutors who made little use of iWBs tended to be in colleges where the emphasis on management of learning was stronger than on supporting pedagogic development, and/or they were unaware of the potential of iWBs particularly in relation to their subject

The impact of broadband in schools

The report reviews evidence for the impact of broadband in English schools, exploring; Variations in provision in level of broadband connectivity; Links between the level of broadband activity and nationally accessible performance data; Aspects of broadband connectivity and the school environment that contribute to better outcomes for pupils and teachers; Academic and motivational benefits associated with educational uses of this technology

Teachers\u27 Attitudes towards Interactive Whiteboard Technology and the Drawbacks of Using it in Primary School Classrooms

This study explored the attitudes of teachers towards the use of interactive whiteboards (IWBs) in primary school classrooms and the drawbacks of its use. A descriptive analytical approach was undertaken in this study.The total number of participants was 30 teachers in a private primary school in Damascus where interactive whiteboards were installed and actively operated by teachers in classrooms during the academic year 2016-2017.The instrument of the study was an attitude questionnaire. The SPSS statistical program was used to analyze the study data. The results of the questionnaire revealed that teachers had positive attitudes towards the use of this technology in instruction. The results also showed that teachers considered IWBs to be useful devices for enhancing the teaching and learning process and motivating students . Furthermore, There were differences regarding the frequency of teachers’ IWB use, teachers who frequently used an IWB had more positive attitudes towards using IWB. No differences were found regarding teachers\u27 years of using IWB. The current study recommended that teachers need more training to learn how to resolve technical and system problems; they also need to understand how to use all the options offered by the IWBs

Digital Literacy Among Teachers: Identifying Digital Divide Among Interactive Whiteboard Users in Public High Schools

Since No Child Left Behind Act pressure has been placed on teachers for higher achievements and accountability. Teachers are required to balance learning and integrating new technology into their curriculum, but not all teachers are. In order for teachers’ to learn how to successfully integrate new technology, they must be motivated to use new technology. This study examines the roles of digital literacy in high schools in order to identify digital divides among Digital Immigrant and Digital Native teachers who teach grades 9th through 12th that adopt or choose not to adopt the use IWB. This study investigates why available technology is not being used when it’s available, and what causes this type of behavior to occur. This is a mixed method study. Ninety-four Mississippi high school teachers participated in phase I quantitative online survey, and eight Mississippi high school teachers were interviewed in phase II qualitative. All interviews were recorded, transcribed, and coded. All survey responses were analyzed using SPSS software. Findings in the quantitative phase revealed a statistical significant relationship exist with behavior and motivation to use interactive whiteboards based on geographical area, education, age, gender, and level of experience using technology. No regression model was run for research question 2 because of multiple subscale questions. All responses to question 2 were based on phase II qualitative interview. Findings for phase II qualitative identified age was a strong determinant for behavior differences and motivational effects of using interactive whiteboards. This study identified problems teachers experienced were due to a lack of resources. Digital divides identified in this study were based on age, lack of resources, lack of training, and the lack of motivation