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

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

Linking geometry and algebra with GeoGebra

GeoGebra is a software package and is so named because it combines geometry and algebra as equal mathematical partners in its representations. At one level, GeoGebra can be as a dynamic geometry system like other, commercially available, software. But this is only part of the story. Another window (the algebra part of GeoGebra) provides an insight into the relationship between the geometric aspects of figures and their algebraic representations. Here each equation or set of coordinates can be edited in the algebra window and the figure instantly changes. What is more, an equation (or a function) can be typed into the space at the foot of the GeoGebra interface and the corresponding geometric representation will appear in the geometry window. Perhaps utilising GeoGebra could inspire a change from regular forms of enrichment/ extension activity to things that need high level thinking, and things that pupils may find themselves wanting to follow-up outside school lessons

Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not

This systematic review focuses on the impact of Interactive Whiteboards (IWBs) on teaching and learning. Learning is interpreted through a Vygotskian constructivist lens, emphasizing quality through dialogic interaction. Classroom interactions and achievement in standardized tests are considered formative and summative assessment tools, respectively. Thus, our aim was to investigate whether the IWB technology had any effect on teaching and learning, reflected in standardized forms of testing or in-classroom quality measures. An online search through Proquest and FirstSearch resulted in sixteen studies of diverse methodologies. Qualitative synthesis of quantitative data indicated that IWBs have not raised the levels of pupils’ achievement and do not necessarily impact the quality of classroom learning. More longitudinal studies should focus on particular subjects taught, the age of pupils and particular type(s) of use. Overall, quality teaching is an important condition for improved learning, which does not necessarily result from IWB use.  However, there is a general consensus across all studies that learning can be facilitated and improved through the use of IWB. Synchronizing theory with technological applications seems to be key in answering such assumptions positively. More importantly, concerns are raised regarding the unfolded relation between achievement and classroom interaction

Collaboration, visibility, inclusivity and efficiencies:A case study of a secondary school in Germany using interactive whiteboards

This report provides an overview of the results of a one-year study conducted in a German school (a gymnasium) located in a city in the state of Nordrhein-Westfalen (NRW). While focusing on collaboration as one of the themes of the research, establishing and carrying out the research was also a collaborative endeavour: the school was involved in implementing interactive whiteboard technologies; SMART Technologies provided the equipment and support; and the research was undertaken independently by Lancaster University. Teachers and pupils in the study reported important benefits from using SMART boards and associated technologies. Teachers reported that use of the SMART boards led to greater collaborative discussion, which helped understanding of texts and grammar in English, and specific topics in mathematics. As a result, pupils were awarded better oral marks for their work. Pupils reported that the pace of lessons was increased, which aided their learning and engagement, and resources posted on a virtual learning environment allowed them to revise and review what had been covered in lessons. These benefits arose when teachers adopted activities enhancing sharing and collaboration. Examples of activities included: expanding the quality of writing; presenting group responses; dividing circles and visualising fractions; matching parts of phrases; using colour to highlight and discuss; and using images and other digital materials to stimulate discussion

Transforming learning with interactive whiteboards: Towards a developmental framework

Victoria, Australi

Elementary Teachers\u27 Nonverbal Immediacy Behaviors During Math Instruction

The purpose of this qualitative study was to describe elementary teachers’ nonverbal immediacy behaviors during math instruction. The instructional and non-instructional nonverbal behaviors of six female third, fourth, and fifth grade teachers were studied. Methods used included video recording math lessons, conducting one-on-one interviews, and reviewing relevant literature. Data analyses were completed through documenting major nonverbal behaviors displayed and identifying codes, categories, themes, and assertions (utilizing Excel spreadsheet software). The conceptual framework underlying this study has its foundation in phenomenology. As a research methodology, phenomenology investigates how an experience is lived by its participants. Immediacy was the construct used to describe teachers’ nonverbal behaviors during mathematics instruction. This overall framework supported the findings that arose from the data as it came forth from the six teacher participants. The following four themes emerged from the data analysis, including Classroom Environment and Instructional Elements; Math Nonverbal Immediacy Behaviors, Math Concepts, and Real-life Examples; Student Engagement; and Teachers\u27 Reflections and Realizations. These four themes led to two assertions. The first assertion was: “Student engagement during math lessons is interdependent with teachers’ nonverbal behaviors.” The second assertion was: “Teachers’ perceptions of their nonverbal behaviors are essential to the lesson content and instruction as well as intent to form immediacy with students.” Recommendations for teachers include the addition of nonverbal immediacy behavior training through professional development workshops or integration into preservice teacher courses, as well as the pairing of preservice teachers with in-service teachers who employ nonverbal immediacy behaviors. The impact of teachers’ heightened awareness of their nonverbal behaviors might impact current and future lessons and thus, student engagement

Implementation of Interactive Whiteboards by High School Mathematics Teachers: Case Studies of Change

The purpose of this study was to assess how mathematics teachers with varying years of Interactive Whiteboard (IWB) experience differ in their implementation of IWBs. The theoretical frameworks were constructivism and change theory. Six teachers participated in the full scale study, two in each IWB experience category: Beginner, Intermediate, and Experienced. Instruments of the Concerns Based Adoption Model were used to collect data about the participants: the Stages of Concern Questionnaire measured participants\u27 concerns about IWBs (George, Hall, & Stiegelbauer, 2006) while the Levels of Use Interview Protocol analyzed IWB usage (Hall, Dirksen, & George, 2006). Two lessons of each participant were also video-recorded and analyzed according to the guidelines of Glover, Miller, Averis, and Door (2007). A mixed methods case study approach was utilized to compare the IWB users within and between groups. Quantitative analyses of the Stages of Concern Questionnaire indicated that IWB experience does influence concerns; teachers with more IWB experience generally reported higher Stages of Concern than less experienced IWB users. Effective collaboration with an Experienced IWB user, however, can greatly improve the concerns of a Beginner IWB user. Qualitative analyses of the Levels of Use interviews and the video-recorded lessons indicated that IWB experience does impact usage during lessons. In general, more experienced IWB users demonstrated greater knowledge about IWB features and how to integrate them into lessons to improve student learning. Again, effective collaboration with an Experienced IWB user appeared to improve the performance of a Beginner IWB user compared to other, less experienced IWB users. Collaborations between similarly experienced participants who shared time management concerns did not seem to have as much of an impact on IWB knowledge. Based on the findings of this study, the following efforts should be pursued to maximize the benefits of IWB technology in mathematics classrooms: encourage collaboration, provide full-time access to IWB technology, use IWBs with other technologies, ensure adequate training, and properly install the IWB\u27s projector to reduce recalibration needs