Using information and communications technology in the daily mathematics lesson : the impact of the interactive whiteboard on teaching and learning.
Lewis, Helen Elizabeth
University of Wales Institute, Cardiff
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The importance of interaction in mathematics hos been recognised for mony years. The Cockcroft Report of 1986 recommended that mathematics lessons should provide opportunities for discussion between teacher and pupil and between pupils themselves. Effective teachers have been identified as those who spend large proportions of time actively engaging pupils in lessons. The National Numeracy Strategy recommends the use of interactive resources during mathematics lessons in order to keep children involved during whole class sessions. A recent technological development has been the advent of the interactive whiteboord. This is a resource aimed at supporting whole class teaching, and at involving pupíls actively in lessons. A study was carried out to consider the impoct of a project, which provided teachers with access to an interactive whiteboard qnd mathematics software. The study considered how teachers currently use information and Communications Technology (ICT) in the classroom, qnd in mathematics in particular. What impact would an interactive whiteboard have upon teachíng and learning in mathematics? Would there be any changes to the frequency with which ICT was used, and would there be any changes in the interactíons occurring. Twenty five teachers were given a guestionnaire to investigate their use of ICT before and after the project. A subgroup of teachers were interviewed to discover their opinions of the interactive whiteboard. A series of lesson observations were completed to investigate whether or not the whiteboard made a difference to the nature of interactions occurring. Results suggest that access to an interactíve whiteboard increases the usage of ICT in mathematics lessons. The whiteboard also influences how ICT is used - providing more opportunities for whole closs teaching. Both teachers and pupils feel positive about the presence of interactive boords in the classroom. Conclusions and recommendations are discussed in the light of these findings.
MA Education Thesis
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