Thursday, 18 September 2008

SWE London Research

Full title is "The Interactive Whiteboards, Pedagogy and Pupil Performance Evaluation: An Evaluation of the Schools Whiteboard Expansion (SWE) Project: London Challenge" from the Institute of Education, University of London. This came out last year and not surprisingly I missed it.
There's some very useful and tantalising pointers in the research.
These stand out

"Discussion of pedagogy should precede and embed discussion of the technology. Successful CPD is most likely to be effective if it supports individual teachers exploration of their current pedagogy, and helps identify how IWB use can support, extend or transform this. Discussion of the relative strengths and weaknesses of different ways of using the technology for particular purposes should be part of the on-going work of a department." [page 4]

"When creating their own texts, many teachers struggle to incorporate principles of design which can establish clear reading paths for pupils. Lack of familiarity with such principles of design may make it much harder for teachers to create and share resources that can be used independently of their author." [page 5] There isn't, as far as I can see, any reference to these 'principles of design' and how you'd find them in the main body of the research.

"The literature suggests a continuum in which new technologies initially support, then extend and finally transform pedagogy as teachers gradually find out what the technology can do. Familiarity, confidence and time are assumed to be the keys that unlock this gradual process of transformation." [page 6] AND "the introduction of an IWB does not in and of itself transform existing pedagogies." [page 6]

"The use of an IWB does not of itself automatically alter the dynamic of whole class teaching in secondary core subject areas. It does offer up an opportunity to think about the strengths and weaknesses of whole class teaching and how else it might be organised. Where we observed best practice, departments or individual teachers were aware of this dimension and had consciously set aside time to reflect on the most appropriate use of the technology in their own context." [page 7]

"More open-ended discussion between colleagues needs to take place about how IWBs can be used to support, extend, and transform existing practice. Each of these uses has a value under the right conditions. Teachers should be encouraged to consider when it is appropriate to use the technology for any of these purposes and which aspect of the technology might be most appropriate to achieve that aim." [page 8]

"the real value of IWBs for teaching and learning in different subject areas of the secondary curriculum is not yet fully understood" [page9]

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