Project:
Embedding ICT In The Literacy And Numeracy Strategies
From November 2002 to November 2004
Project Leader(s): Steve Higgins
Staff: Jill Clark, Chris Falzon, Ian Hall, Frank Hardman, Jen Miller, David Moseley, Fay Smith. Heather Smith and Kate Wall
Contact: Kate Wall
Sponsors: DfES/CfBT
Homepage: http://www.becta.org.uk
Start date: November 2002 to November 2004 Introduction The Research Centre for Learning and Teaching was commissioned to complete an evaluation of: • the use of interactive whiteboards for literacy and numeracy; • impact on classroom interaction; • impact on pupil attainment, progress and attitudes; • impact on teacher perceptions. The research project ran from November 2002 to November 2004 across the 6 identified pilot LEAs (Cumbria, Bracknell Forest, Lewisham, Oxfordshire, Redcar and Cleveland, and Wakefield). Wherever possible data was collected and exchanged electronically to keep paperwork to a minimum. The Evaluation Questions (1) The use of interactive whiteboards (IWBs) Descriptive data about the day-to-day use of the whiteboards was collected over two half terms (Feb/March 2003 and the same period in 2004). These data were essential to answer some of the key evaluative questions. The records about use of IWBs (which parts of the lessons, what software, which NNS/NLS objectives etc) were compared with pupil attainment data to identify any patterns of effective use. (2) Impact on classroom interaction A sample of teachers was observed using a coding schedule on a palmtop computer and a further sample audio or video recorded (dependent upon the agreement of the teachers involved). 5 Year 5 teachers in each LEA were observed for four lessons in 2003 (literacy and numeracy with and without the use of a whiteboard). Content analysis of transcripts of a sample of lessons examined specific teacher behaviours, such as questioning and probing as well as pupils’ responses and the specific mathematical or literacy content. Observations took place in Jan-Mar 2003 and again in 2004. In 2004 observations focused on the classes of pupils observed in 2003 (two lessons) and the teachers already observed (two lessons). This design was to enable comparison of the observation data with pupil attainment and classroom interaction. (3) Impact on pupil attainment, progress and attitudes Existing pupil attainment data from Y2, optional Y4/5 tests and Y6 tests in English and Mathematics was analysed to examine to what extent IWB project classes perform where comparative data was available. The evaluation focused on pupils who had 5 terms exposure to the IWB teaching (i.e. through Y5 into Y6). Pupils were asked to complete an on-line attitude/self efficacy questionnaire in literacy and numeracy. Small groups of pupils will be interviewed about their views of literacy and numeracy teaching and learning and the use of IWBs. (4) Impact on teacher perceptions Teacher interviews were undertaken with a sample of about 20 teachers to assess impact on teacher perceptions. Teachers were asked to complete a short questionnaire and a survey of their thinking about teaching and learning. The Project Team The research team at Newcastle University have extensive experience of researching the impact of ICT in primary education and of classroom interaction and pupil attainment. For further information contact: S.E.Higgins@ncl.ac.uk Relevant publications:
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Ms Jill Clark
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Mr Ian Hall
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Dr Heather Smith
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Dr Kate Wall
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