Apex Primary wants to stay in the forefront of adopting Technologies and tools that actually in assist in educating our pupils.

 Interactive whiteboards are used in many schools as replacements for traditional whiteboards or flipcharts or video/media systems such as a DVD player and TV combination. Users can also connect to a school network digital video distribution system using an interactive whiteboard. Interactive whiteboards can also interact with online shared annotation and drawing environments in the form of interactive vector based graphical websites.

The software supplied with the interactive whiteboard will usually allow the teacher to keep notes and annotations as an electronic file for later distribution either on paper or through a number of electronic formats.

In addition, some interactive whiteboards allow teachers to record their instruction as digital video files and post the material for review by students at a later time. This can be a very effective instructional strategy for students who benefit from repetition, who need to see the material presented again, for students who are absent from school, for struggling learners, and for review for examinations. Brief instructional blocks can be recorded for review by students — they will see the exact presentation that occurred in the classroom with the teacher's audio input. This can help transform learning and instruction.

Many companies and projects now focus on creating supplemental instructional materials specifically designed for interactive whiteboards.

Recently interactive whiteboards are being used for shared reading lessons. Mimic books are one such resource which is being used for shared reading and allows teachers to project children's books onto the interactive whiteboard to mimic books.

Please find listed advantages and disadvantages of using whiteboards.

 Advantages 

Because interactive whiteboards are so like conventional whiteboards, they can help even technophobic teachers to use technology comfortably for presentations from the front of the room.
They help in embedding the use of e-learning because they rapidly demonstrate the potential of alternative modes of delivery.

• They allow learners to absorb information more easily.
  
• They allow learners to participate in group discussions by freeing them from note taking.
  
• They allow learners to work collaboratively around a shared task/work area.
  
• When used for whole class interactive testing of understanding, they can provide learner feedback rapidly.

Disadvantages

• Interactive whiteboards are more expensive than conventional whiteboards or projector/screen combinations.
  
• Their surface can become damaged, necessitating expensive replacement.
  
• Front projection boards can be obscured by the user(s).
  
• Fixed height boards are often too high to reach the top or too low for their bottom to be readily visible.
  
• If multiple data entry is allowed then inputs can get jumbled, resulting in onscreen gibberish.
  
• If remote access is allowed then some users may be tempted to send disruptive comments or drawings to the screen.

Becta Research

Research into Impact of Interactive Whiteboards on Education Standards

A substantial body of evidence is now emerging that looks at the impact of the Interactive Whiteboard technology on teaching and learning practices and student performance on standardized tests.

> The DfES Primary Schools Whiteboard Expansion project

Evidence of impacts on attainment when interactive whiteboards is appearing. The BECTA (UK) commissioned study into the impact of Interactive Whiteboards over a two year period showing very significant learning gains, particularly with second cohorts of students, where they benefited from the teacher's experience with the device.

The DfES Primary Schools Whiteboard Expansion project (PSWE) provided substantial funding to 21 Local Authorities in 2003-04 to support the acquisition and use of interactive whiteboards in UK primary schools.

The implementation and impacts of the project were evaluated by a team at Manchester Metropolitan University, led by Professor Bridget Somekh.

This major study into the impact of interactive technologies on student performance standards, involved 20 Local Authorities and 7272 learners in 97 schools. Variables considered in this detailed research included; length of exposure to interactive whiteboard technology, the age of pupils (down to individual birthdays), gender, special needs, entitlement to free schools meals and other socio-economic groupings. To date it is the largest and longest study conducted into the impact of Interactive Whiteboards.

Key Findings:

“When teachers have used an interactive whiteboard for a considerable period of time (by the autumn of 2006 for at least two years) its use becomes embedded in their pedagogy as a mediating artefact for their interactions with their pupils, and pupils’ interactions with one another. The concept of ‘mediating interactivity’ is robust. It offers a sound theoretical explanation for the way in which the multi-level modelling (MLM) analyses link the length of time pupils have been taught with interactive whiteboards to greater progress in national test scores year on year."

The research showed that interactive whiteboard technology led to consistent gains across all key stages and subjects with increasingly significant impact on the second cohorts, indicating that embedding of the technology into the classroom and teacher experience with the technology are key factors.

Gains were measured in ‘months progress’ against standard measures of attainment over the two year study period.

In infant classes, ages 5 – 7:

• In Key Stage 1 Maths, high attaining girls made gains of 4.75 months over the two years, enabling them to catch up with high attaining boys.
• In Key Stage 1 Science, there was improved progress for girls of all attainment levels and for average and high attaining boys.
• In Key Stage 1 English, average and high attending pupils all benefited from increased exposure to interactive whiteboards

There was also clear evidence of similar impacts in Key stage two - ages 7 – 11

• In Key Stage 2 Maths, average and high attaining boys and girls who had been taught extensively with the Interactive Whiteboard made the equivalent of an extra 2.5 to 5 months progress over the course of the two years.
• In Key Stage 2 Science, all pupils, except high attaining girls made greater progress with more exposure to the IWB, with low attaining boys making as much as 7.5 months additional progress
• In Key Stage 2 writing, boys with low attainment made 2.5 months of additional progress.

There was no adverse impact observed at any level.

The study also indicated how interactive whiteboards have very positive impacts on the attention, attitude and motivation of all pupils and produces a co-operative, ‘community of learning’ ethos in the class. It also shows how Interactive Whiteboards help with teaching abstract and difficult concepts and complex ideas - visual tools help pupils concentrate for longer and understand more fully.

Becta summarizes the research as follows:

“This study clearly shows the benefits that can be gained from effective use of an interactive whiteboard. We know that technology has the capability of bringing lessons to life and making that much more enjoyable for the learner.

Not only do the lessons become more fun, the study clearly shows the very real benefits in terms of learner attainment and engaging pupils in lessons.”

To read more about Interactive whiteboard please refer white papers referenced below

Interactive Whiteboard Research