The text which follows was prepared by Andrew Flowerdew, (Senior ICT Adviser and City Learning Co-ordinator). Andrew circulated this to schools on 18th July 2002 as a briefing document and used it to secure funding for the project from the Neighbourhood Renewal Fund. The milestone dates specified in the 'implementation' section are now incorrect because of delays in securing the funding. A revised implementation schedule will soon be available. The project is being managed under the auspices of the Stoke-on-Trent Excellence in Cities Partnership via the City Learning Centre based at Haywood High School.
Improving Attainment and Changing Cultures in the Classroom through the use of Interactive Whiteboards
The combination of these benefits will help change the learning culture within the following schools and assist in improving attainment by pupils within their learning community:
We will launch the concept at a twilight workshop session lead by expert teachers. The concept will be explained in detail, as will the need for commitment on behalf of the school. Their commitment will be to adopting an informed and agreed process to maximise the benefits from this new technology. In return they will receive mainstream and networked peer support as well as a whiteboard. They will also need to commit themselves to creating community access to the whiteboard facility.
Schools will commit themselves to the interactive whiteboard project. We will then order the whiteboards centrally according to commitment, budget availability and criteria. Teachers within each school will be trained at one of the two City Learning Centres that will be given Specialist Training Centre status by the whiteboard provider and our experts in teaching and community learning.
Specific activities and resources, aimed at both Key Stage 2 and Key Stage 4, will be developed and used to focus school developments in these areas. In particular:
Literacy The use of ICT within the English curriculum emphasises the use of ICT to develop "Communicating and Exchanging Ideas". The creative use of the features of word processors, desktop publishers, web pages and email will be explored. Learning situations that include the use of ICT to develop understanding within literacy are investigated and opportunity is given to share resources and expertise in these areas. Pupils will be motivated to become more involved in research and analysis activities when their final presentations are delivered to the whole class through the Interactive Whiteboard. Specific tools that are provided with the Interactive Whiteboard enable teachers to focus on specific parts of a piece of text, involve students in discussion and record both the discussion and any outcomes for use later. Students can be shown on-line learning and revision resources more effectively using the Interactive Whiteboard, encouraging the use of these resources.
Numeracy Classroom examples will be used to illustrate the way ICT can help to develop mathematical concepts and aid understanding. Learning situations using generic software will be developed and teachers will be given opportunity to share experiences and resources with other mathematics teachers. Workshops will develop the use of such things as graphing packages, computer models and spreadsheets. Students can be shown on-line learning and revision resources more effectively using the Interactive Whiteboard, encouraging the use of these resources.
Science Science teachers will investigate suitable software for science and will look at learning situations that incorporate its use. Examples of how to use generic software such as spreadsheets, word processors and databases to best advantage will also be pursued. Face to face and video-conferencing workshops will give practical experience of the use of such things as data loggers, digitised video images, subject-specific software and spreadsheet models. Students can be shown on-line learning and revision resources more effectively using the Interactive Whiteboard, encouraging the use of these resources. This is particularly appropriate in science where there is a large number of excellent on-line resources, particularly useful in a whole-class context, encourage the type of stimulating discussion that helps to re-enforce scientific concepts that can be difficult for students to acquire through other means.
ICT The use of Interactive Whiteboards improves the delivery of the knowledge, skills and understanding required for effective teaching of ICT by providing a focus for the demonstration of skills to the whole class as a starting point for class activities followed by the ability to re-focus and re-enforce skills during the lesson. Students can be shown on-line learning and revision resources more effectively using the Interactive Whiteboard, encouraging the use of these resources. The Interactive Whiteboard provides an ideal medium for students to present their work to the whole of the class and to involve their peers in discussion about its merits.
Teachers will be required to develop and share ideas about the use of the whiteboards through the medium of:
These activities and resources will provide quality assured materials that will enable teaching staff within the schools to provide a range of educational activities focused on improving pupil motivation and attainment across the curriculum as a whole and specifically targeted at literacy, numeracy, science and ICT.
Research indicates that pupils who are placed in an ICT rich environment can make significant improvements in attainment and this has been reinforced when the use of Interactive Whiteboards is considered.
Target schools will incorporate planning for the implementation of this project within their school development plans, in consultation with LEA advisors, and will evaluate the effectiveness of the project on the learning and teaching activities within their own environment, against the planning that they have carried out. They will be expected to report on these evaluations to other schools within the project. There will be an expectation that their school development plans in the second year of the project will reflect these evaluations.
Reviews of commercial software resources aimed at specific subjects and Key Stages will be produced and included in the project report.
Working groups set up to coordinate activities around a Key Stage of subject area will be required to produce a report on their activities each term.
The impact on individual schools will be reviewed as part of the school self review and evaluation process (SSRE) undertaken each year by the LEA in partnership with the schools. This includes qualitative and quantitative data analysis.
Publication of a series of case studies reporting on the effectiveness of the learning, the opportunities for interaction with students and the amount of teacher time involved during the preparation of the lessons. A questionnaire will be developed to support this.
Ethnographic based research activities, exploring teacher and pupil responses to Interactive whiteboard technology and its impact on the learning environment will be developed and the research evidence presented as part of the project report. This will include analysis of selected pupils progress throughout the project.
The Project Report, both interim and final, will be presented for peer review in various journals and via other means, such as conference presentations, on-line discussion events, etc.
This is the overall implementation plan. Support is loaded during the first year of the project with the expectation that as the project progresses more support will be delivered via a variety of on-line methods.
The participating schools are: Belgrave C.E. Primary; Sutherland Primary; Sneyd Green Primary; St. Mary's C.E. Primary; St. Peter's Catholic Primary; St. Maria Goretti; Christchurch C.E. Primary; Hollywall Primary; Summerbank Primary; Edensor C.E. Primary; Edensor High; Mitchell High; St. Thomas More Catholic College; Heron Cross Primary; Blurton Primary; John Baskeyfield C.E. Primary; Newstead Primary.
With acknowledgements to: