Primary and Early Years > Interest > Changing pedagogy

P28: How the interactive whiteboard has changed the way I teach
Author: Emma Prior, Willington Primary School, County Durham
Date: 2005

Since joining an ICT Test Bed school, Emma has converted from being a sceptic to an ICT enthusiast. Here, she gives specific examples of her use of ICT across a range of subjects, and reflects on the value of technology, including enhanced demonstration capability and the generation of learner engagement and motivation.

Her reflections suggest that the greater interactivity afforded by technology is key to learner engagement and achievement. The reciprocity rule suggests that you get out what you put in: by providing more opportunities for learners to participate practically in learning exercises, technology can correspondingly enable the students to get more out of the classroom experience.

Emma does not consider the impact of her use of technology on standards. She does, however, list her top websites and offer procurement advice, arguing that, given the choice, she would rather have a Promethean whiteboard with the Active Primary Suite (visualiser) than a smart board.

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Primary and Early Years > Interest > Changing pedagogy

P39: The changing role of the teacher in using the Interactive White Board (IWB)
Author: Victoria Eaton, Class Teacher, Sunnybrow Primary School, Durham
Date: 2005

The teacher reflects on how her role has changed since using the IWB with her Year 3 and 4 children. She felt that originally, despite the children coming up to the IWB to click, drop and drag, lessons were still very much teacher-directed. During one numeracy lesson the teacher decided to sit to the side of the class, allowing the children to the front to direct the lesson. The children rose to the challenge, and with careful questioning explained their reasoning. They began to question and collaborate with each other to solve the maths problems, rather than automatically looking to the teacher. In Victoria's words, the learning became "personalised, appropriate and relevant." She feels that the IWB excites children, such that they want to become active participants in their learning. Informal interviews with the children reveal that they feel the IWB makes them think for themselves, and though they feel that they are working harder, they still enjoy it far more than lessons without the IWB. The teacher has noticed that children with special educational needs are also more motivated to interact and have a turn.

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Primary and Early Years > Interest > Changing pedagogy

P55: A Headteacher's reflections on changes in behaviours and practises resulting from the ICT Test Bed Project
Author: Jackie Roberts, Furze Infant School
Date: 2006

Summary

Jackie discusses the effects of the implementation of the ICT Test Bed Project in her school, particularly how the teaching staff have coped and benefited from the experience.

Action

The school has been implementing change through the ICT Test Bed project to create an ICT rich environment. An ICT specialist was appointed to manage the project initially, although this role was subsequently taken over by a teacher.

Outcomes

Jackie felt that a collaborative approach to managing the project had brought several benefits, with the teaching staff feeling that they have control over changes and, through effective training, developing new skills and gaining in confidence. The partnerships between teachers, parents and governors had also been strengthened.

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