Digital Tools for Visual Learning

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• Digital Tools for Visual Learning
• Establishing evidence of the impact of
  interactive whiteboard use in teaching and
  learning

John Cuthell, Christina Preston, Research and
Implementation Director, MirandaNet Academy
www.mirandanet.ac.uk
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The Material Base
Average number of IWBs installed in UK schools (DfES) Average number of IWBs installed in UK schools (DfES) Average number of IWBs installed in UK schools (DfES)
Secondary Primary
2002 2.1 0.4
2003 4.3 1.0
2004 7.5 1.9
2005 16 6
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Research implications

• Significant increase installed in UK schools
  during 2002 2005.
• Considerable variation in figures for individual
  schools.
• Not all classrooms equipped with IWB.
• Not all teachers had access for all teaching.
• IWB research published up to, and including, 2006
  should be interpreted in terms of this material
  base.

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Research trends Early research, 1999-2002
In-depth studies, 2003-2004 Bedding-in, 2005
Critical scrutiny, 2006 The current position
Stages of implementation Stages of implementation
Pedagogical changes Pedagogical changes
Implications for Continuous Professional Development Implications for Continuous Professional Development
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Early research 1999 - 2002

• Impacts on individual teachers and classes
• In a UK comprehensive school (Smith, 1999)
• On foreign language classrooms (Gerard, 1999)
• Potential for Mathematics Education
• As a platform for students work (Grieffenhagen,
  2000)
• Implementation issues
• 6 schools in Kent (Smith, 2001)
• One secondary school. User typology developed
  (Glover Miller, 2001)

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Early research 1999 - 2002 (ii)

• Student perceptions
• US High School 609 students 92 say IWB help
  learning (STCC, 2002)
• Teacher Pupil perceptions
• Sheffield study classroom observation teacher
  interviews student questionnaires focus groups
  (Levy, 2002)
• Pupil perceptions
• Learning with ICT at Primary level. 30 KS1 2
  pupil sample. (Goodison, 2002)
• Index

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In-depth studies 2003 - 2004

• Keele Study (Miller et al, 2003)
• 12 schools lesson observation.
• Capability of teacher seen as important (training
  an issue)
• 6 teachers observed and filmed
• Study questions validity of traditional lesson
  templates
• MirandaNet Survey (Cuthell, 2003)
• 90 respondents 28 Primary. 58 of which had
  11-15 IWB installed. 50 Secondary 20 IWB
  installed.
• Teachers enthusiastic, empowered with enhanced
  creativity.

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In-depth studies 2003 - 2004 (ii)

• MirandaNet Action Research project
• 9-month project
• 8 teachers
• 6 schools 3 Primary, 3 Secondary
• All participants
• worked as an online Community of Practice
• formed in-school communities of practice with
  colleagues.
• Pedagogy and practice changed by in-depth
  engagement with the technology and other
  colleagues in action enquiry.
• 2 national seminars to present work.

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In-depth studies 2003 - 2004 (iii) (Glover,
Miller et al, 2004)

• Leadership challenges posed by IWB introduction
• Typology of users developed
• Missioners, Tentatives Luddites
• Inadequate training identified as the issue
• Analysis of ITT programmes
• Issues with IWB training in ITT
• lack of preparation for school placements
• Analysis of maths teaching
• 12 teachers 41 lessons
• Departmental collaboration important
• Support needed for teachers to realise potential

Index
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Bedding in 2005

• ITT looks at pedagogical change
• (Beauchamp Parkinson, 2005)
• IWB and maths lessons
• (Averis, Glover et al, 2005)
• Pupils aware of 3 great gains
• Brighter and clearer presentation
• Stepped learning ability to recall earlier
  material
• Rapid responses to interactive materials, so
  learning is reinforced or re-visited.

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Bedding in (ii)

• Maths teaching in Y5 Y6
• (Newcastle University Wall, Higgins Smith,
  2005)
• 72-pupil sample
• Focus on metacognition
• Positive pupil reactions to teacher use of IWB
• Pupils want to use board
• Christ Church Canterbury report
• (Stein, 2005)
• Emphasis on the role of training and support for
  successful implementation use.

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Bedding in (iii)

• Impact on teaching, learning and attainment
• (Cuthell, 2005a)
• Teacher and pupil feedback
• MirandaNet research, in-depth case studies
  questionnaires
• All teachers see IWB as transforming their
  teaching
• Pupils enthusiastic, more motivated
• Discipline and attendance improve

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Bedding in (iv)

• Shifts in teacher self-belief classroom
  realities
• Cuthell, 2005b)
• Teacher beliefs about learning theory, and the
  ways in which these are integrated into praxis
  and pedagogy, can be accommodated by IWB which
  then support the teacher in whatever ways they
  approach the classroom learning process.
• Once the initial period of familiarization is
  complete (about three months or so) the
  possibilities of the technology and the software
  prove increasingly effective.
• Interactivity initial understanding, that pupils
  would move to the board as part of the lesson,
  engage with the board and then move back to their
  desk and be replaced by another pupil is not
  really the way that we should frame
  interactivity.
• Intereractivity relates to the process of
  learning on the part of the pupil, an interactive
  process that engages the learner and facilitates
  the cognitive development appropriate to the
  individual.
• IWB provide a powerful tool that facilitates the
  learning of the whole class, rather than some
  individuals. When learners are able to see, and
  recall, the meaning they can incorporate it
  within their cognitiveschemas and construct their
  own picture of knowledge and understanding.
  Index

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Critical scrutiny 2006

• Mathematics
• Gesture the IWB (Miller Glover)
• Livelier teaching as IWB become standard
• Teachers enthused as well as pupils
• ITT IWB Pedagogy (Miller et al)
• Need for ITT trainers to be trained in IWB
  pedagogy
• Maths teaching IWB (Miller)
• No record of impact on attainment
• Insufficient CPD
• The focus is on content, rather than process
• KS2 National Strategy Interactions (Smith
  Higgins)
• 2-yr study 184 lessons observed
• Need for more pedagogical development

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Critical scrutiny 2006 (ii)

• Pedagogies
• Reflections on the IWB phenomenon (Kennewell)
• Limited concepts of interactivity
• Interactivity the pedagogical ideal
• Cognitive development not always enhanced by IWB
  use
• More CPD needed
• International insights (Cuthell)
• Positive impact on classroom organisation
• Shifts in pedagogy to more active teaching
  learning
• Action research teacher collaboration key to
  successful CPD

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Critical scrutiny 2006 (iii)

• Technology in schools metastudy
• (Cisco)
• The use of IWB results in
• Increased visualisation
• Increased interactivity
• Increased reflective dialogue
• Enhanced learning

Index
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The current position

• Keele report (Miller Glover)
• Need for enhanced CPD
• For technological flexibility
• Pedagogical flexibility
• Appropriate materials design
• IoE Study (Moss et al)
• Need for CPD to support individual teachers
  exploration of current pedagogy
• Need for development of visual multimodal
  deynamic representations
• Role of teachers in resource creation
• (Boards installed 2003-4 research undertaken
  2004-5)

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The current position

• Classroom transformations (Cuthell)
• Findings from international MirandaNet study
• China, Mexico, South Africa, United Kingdom
• Action research project
• supported by online community of practice
• focus an exploration of ways in which IWB can
  effect change
• Teachers develop constructivist pedagogy
• Collaborative with with colleagues and pupils
• Pupils use technology to present to other pupils
• Roles of all school stakeholders changed

Index
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Stages of implementation

• Burden (2002)
• Infusion
• Learning how to use the technology
• Limited number of staff involved
• Integration
• Using the technology as a reinforcement of
  teaching
• Greater number of staff
• Transformation
• Changes observed in teaching

• Glover Miller (2002-on)
• Missioners
• Leading-edge teachers
• Incorporate technology into praxis
• Tentatives
• Wait to see how Missioners integrate IWB
• Luddites
• Resist technology as something else to go wrong

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Stages of implementation (Cuthell)
Adding to existing practice
Changing the process
Pedagogical changes
Working collaboratively
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Stages of implementation (Cuthell)

• Information transmission models
• Adding to existing practice
• IWB technology enhances what we already do
• We do the same things, but in different ways
• The technology provides additional strategies

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Stages of implementation (Cuthell)

• Constructivist models
• Changing the process
• Classroom activity organisation
• Innovative materials
• Building new concepts
• Supporting reflective practice

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Stages of implementation (Cuthell)

• Social Interaction in classroom
• Working collaboratively
• Teacher - teacher
• Pupil - pupil
• Teacher - pupil

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Stages of implementation (Cuthell)

• Social Interaction?
• Pedagogical changes
• Active learning whole class
• Support for group activities
• Autonomous pupil work
• Pupils present work to others

Index
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Pedagogical changes (1)

• More active learning involving the whole class
• Supported by visual materials
• Greater scope for differentiated materials
• Integration of ludic elements promotes enjoyment
  of learning
• Learning is reinforced by the process of
  visualisation

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Pedagogical changes (2)

• Support for group activities
• Differentiation enabled by IWB whilst other
  groups work independently
• Greater scope for reinforcement and learning
  support
• Collaboration with colleagues produces a wider
  range of activities
• All pupils are productively engaged in learning

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Pedagogical changes (3)

• Pupils learn to work autonomously
• A third element is added to the teacher - pupil
  dyad
• Teacher - IWB - learner triad objectifies
  learning
• Collaboration between pupils is supported
• Network access to learning materials facilitates
  learner involvement

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Pedagogical changes (4)

• Pupils present their work to others
• the role - and status - of pupils is transformed
• preparing work for, and presenting to, peers
  reinforces learning
• group work extends individual confidence and
  competence
• the ecology of the classroom changes.

Index
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Implications for CPD

• IWB skills development
• ICT integration
• Materials creation
• Multi-modal affordances
• Development and enhancement of interactive
  multi-modal pedagogies
• Interaction on line with expert colleagues

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Changing teacher self-belief

• Successful CPD engages higher-order thinking.
• Successful CPD is a process of self-actualisation
  (Maslow).
• This is supported by a strong internal locus of
  control (Rotter).
• There is an intrinsic struggle between these
  qualities, a content-driven curriculum with
  prescribed outcomes and externally imposed
  schemes and practice.

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CPD as a catalyst for change

• Digital Tools for Digital Learning
• CPD programmes should focus on Visual Learning.
• They should incorporate a full range of digital
  tools.
• Multi-modal resource creation should be an
  integral part of such a programme.
• Evidence-based research projects provide the most
  effective form of CPD.
• (Preston Cuthell, 2007)

Index
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Visual Learning(MirandaNet, Naace, Steljes)
Visual Narratives Communicating visually through
animation Games in visual learning The active web
in visual learning Images in learning Display
technologies for promoting visual
learning Creating maps of ideas Visualising data
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Section for the IWB group?