This project investigated ways in which interactive whiteboards (IWs) have the potential to shape pupils’ learning.

 

It consisted of 3 stages, or iterations. The first iteration analysed previous interview data: this resulted in categorisation of visual and kinaesthetic affordances. In addition, the variety of ways in which teachers employ IWs (which we called ‘scenarios’) were classified.

 

The second iteration investigated the use of an IW to aid Y7 pupils’ learning of geometry. To do this, a Cabri scheme of work was created. These children experienced learning experiences which seemed to make good use of visual and kinaesthetic affordances of the technologies employed. However, at the end of the lessons, they only had partial understanding of the inclusive nature of quadrilateral definitions. Therefore, the third iteration looked to improve the use of the technologies to help pupils learn this very demanding idea.

 

Further information can be found at: http://publications.teachernet.gov.uk/eOrderingDownload/DfES-0791-2003.pdf