The Interactive Whiteboard

The Interactive Whiteboard As a Force for Pedagogic Change: the Experience of Five Elementary Schools in an English Education Authority : 

The Interactive Whiteboard As a Force for Pedagogic Change: the Experience of Five Elementary Schools in an English Education Authority Critique #2 V. Lynne Dubay May 25, 2008 AEET/EDET 780

Abstract : 

Abstract Miller and Glover (2002) investigated the use of interactive whiteboards in five elementary schools in England. They found that the integration of the technology into all aspects of teaching had required a rethinking of the way in which students were learning; The teachers had to have a will to develop and use the technology. Teachers became more aware of individual learning styles and had a better understanding of the learning process. These schools went through a planned process of change, involving staff and parents in the learning process.

Purpose : 

Purpose A purpose was not identified by name; although the purpose was to investigate the use of interactive whiteboards and to note the potential benefits.

Methods : 

Methods Qualitative research methods were used. Evidence was collected by using: Questionnaire containing closed and open questions Lesson observations Structured interviews of teachers and administrators

Findings : 

Findings There had to be a will to develop and use the technology. There had to be a willingness on the part of the teachers to become mutually interdependent in the development of materials. There had to be some change of thinking in the way in which classroom activities were planned.

Ideas for Follow-Up Research : 

Ideas for Follow-Up Research Follow up study – when all classrooms had interactive whiteboards. Follow up study - there could be a longitudinal study done in three more years. Follow up study –a mixed methods research study using quantitive test data to add to the qualitative research.

Strength –Graphs : 

Strength –Graphs The researchers effectively used graphs in their explanations to assist in the understanding of the study.

Strength - Readability : 

Strength - Readability Researchers were detailed in their writing, it was clear and concise with ease of readability. Accessible to wide target audience.

Weakness – Literature Review : 

Weakness – Literature Review Research is current and from United Kingdom sources. Only six sources were referenced. One source was an unpublished report.

Weakness – Sample Selection : 

Weakness – Sample Selection The study did not state how the sample schools were selected. The selection process should have been outlined. These could be schools where family members or friends work.

Weakness - Theory : 

Weakness - Theory The study did not state any theories – explicit or implicit. No theories were mentioned in the introduction or conclusion.

Conclusion : 

Conclusion I found the case study valuable, due to the subject matter. I also found that when you read a study you take it at face value until you start critiquing it. By observing strengths and weaknesses in someone’s work, hopefully it will make my writing and research better.

Usable Reference : 

Usable Reference This article will be used as a reference in our research proposal as well as in my dissertation literature review. It is applicable, on topic, and current.

Citation : 

Citation Miller, D., & Glover, D. (2002). The interactive whiteboard as a force for pedagogic change: the experience of five elementary schools in an English education authority. Information Technology in Childhood Education Annual, p. 5 (15). Retrieved May 15, 2008, from Expanded Academic ASAP via Gale: http://find.galegroup.com/itx/start.do?prodId=EAIM