Higgins, S. E. (2010) 'The impact of interactive whiteboards on classroom interaction and learning in primary schools in the UK.', in Interactive whiteboards for education : theory, research and practice. Hershey, Pa: IGI Global, pp. 86-101.
The UK Government's Primary National Strategy undertook a pilot programme "Embedding ICT in the Literacy and Numeracy Strategies" where interactive whiteboards were installed in the classrooms of teachers of 9-11 year old students in more than 80 schools in six regions of England. Research to evaluate this project collected multiple sources of data, including students' attainment, structured lesson observations and the perceptions of teachers and students. Results suggest that the use of the interactive whiteboards did lead to significant changes in teachers' practices in the use of technology and in aspects of classroom interaction, and that the perceptions of those involved were overwhelmingly positive, but that the impact in terms of students' attainment on national tests was very small and short-lived. This raises questions about the integration of new technologies into classroom teaching and how such technologies might improve teaching and learning.
|Item Type:||Book chapter|
|Full text:||(VoR) Version of Record|
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|Publisher Web site:||http://dx.doi.org/10.4018/978-1-61520-715-2|
|Publisher statement:||This chapter appears in 'Interactive whiteboards for education : theory, research and practice' edited by Michael Thomas and Euline Cutrim Schmid. Copyright 2010, IGI Global, www.igi-global.com. Posted by permission of the publisher.|
|Date accepted:||No date available|
|Date deposited:||28 May 2010|
|Date of first online publication:||2010|
|Date first made open access:||No date available|
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