Author: Jo Fox, Natalie Mears and Jonathan Pearson
Type: Case Study, Teaching Development Grant
Although the use of the interactive whiteboard is relatively widespread in the primary and secondary education sectors, higher education has yet to fully embrace this new technology. Despite the fact that many FE and HE institutions are installing the boards in seminar and lecture rooms and that there is increasing interest in this form of teaching history, very little research has been conducted on their impact on the student learning experience. This project makes an initial contribution to this field. It is divided into three stages, relating to the levels of undergraduate study: level I (entry and introduction to the study of history at university), level II (development of key and subject specific skills) and level III (reflexivity and the higher order skills associated with critical analysis and source awareness). The project attempted to discern the ways in which the interactive whiteboard adds value to the student learning experience, making it more focused on the students’ intellectual development, particularly in terms of the skills associated with each level of study.