The Impact of Interactive Whiteboards on Teacher--Pupil Interaction in the National Literacy and Numeracy Strategies.

By F. Smith, F. Hardman, Steven I. Higgins. 2006

284 citations recorded by the source corpus.

The study set out to investigate the impact of interactive whiteboards (IWBs) on teacher–pupil interaction at Key Stage 2 in the teaching of literacy and numeracy. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample of primary teachers. A total of 184 lessons were observed over a two‐year period. Using a computerised observation schedule, teachers were observed in literacy and numeracy lessons, with and without an IWB. The findings suggest that IWBs appear to be having some impact on the discourse moves used in whole class teaching, but this impact is not as extensive as that claimed by the advocates of IWBs. Lessons which used IWBs had a faster pace and less time was spent on group work. The implications of the findings for classroom pedagogy, teachers' professional developme...

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/1eebef34f41adcd8d76e59102916d6c001b53344

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Linda Pagett
Arthur Shenton

Citations in the corpus

From 'bored' to screen: the use of the interactive whiteboard for literacy in six primary classrooms in England (2007, background): “However, Smith et al. (2006) suggest a link between students’ physical interaction with the board and opportunities for interaction and discussion.”
Dialogic Teaching: Discussing Theoretical Contexts and Reviewing Evidence from Classroom Practice (2008, unknown): “In fact, IWB lessons were shown to contain more whole class teaching and less group work and a reduction in the length of pupil responses (Smith et al, 2006).”