The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study

This paper considers the ways in which the interactive whiteboard may support and enhance pedagogic practice through whole-class teaching within literacy and numeracy. Data collected from observations of whole-class lessons, alongside individual interviews and focus group discussions with class teachers and Initial Teacher Education students, has provided opportunities to consider the potential of such technology to facilitate a more creative approach to whole-class teaching. The data suggests that, in the first instance, the special features of information and communications technology such as interactivity, ‘provisionality,’ speed, capacity and range enhance the delivery and pace of the session. This research seems to indicate that it is the skill and the professional knowledge of the teacher who mediates the interaction, and facilitates the development of pupils’ creative responses at the interface of technology, which is critical to the enhancement of the whole-class teaching and learning processes.  The globalising phenomenon of information and communication technologies (ICT) is a distinct characteristic of modern times. The speed and immediacy of ICT, coupled with opportunities for increased information flow through multiple routes of communication, suggest that we are living in a time of unprecedented change, with ICT affecting the way we live and function as individuals and as a society (Castells, 2004). Within the context of education there are some technologies that appear to have attracted more interest than others; however, the degree to which they have been British Journal of Educational Technology Vol 39 No 1 2008 84–96 doi:10.1111/j.1467-8535.2007.00703.x  Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. successfully integrated into the classroom environment has been varied. In recent years, there has been a growing level of interest in the electronic or interactive whiteboard (IWB), well documented by the educational press. Such technology is generally comprised of a triangulation between data projector, computer and an electronic screen. This allows an individual to interact with software at the front of a class rather than from the computer. Effectively, the computer screen is projected onto the electronic whiteboard and presented to the class with the teacher, or perhaps student, selecting, activating and interacting with the programs. At a time in England when the government has promoted whole-class interactive teaching, particularly within Literacy and Numeracy, access to IWB technology through targeted government funding is also increasing, and the IWB is steadily becoming a feature of most numeracy and literacy lessons. In January 2004, Charles Clarke, the Secretary of State for Education in England, announced that, in addition to the £25 million previously made available to schools in September 2003; a further £25 million would be released for the purchase of IWBs. This technology is therefore likely to become a key resource in most schools. Introduction of new technologies such as this within the classroom context raises questions regarding the ways in which pedagogic practice may be supported and enhanced; this being the focus of this study, specifically, the links between three areas; whole-class direct teaching, creativity and the integration of technology. As IWBs are becoming more familiar within the educational market, additional challenges, which imply new priorities, have arisen from recent demands for ‘a much stronger emphasis on creative and cultural education and a new balance in teaching and in the curriculum.’ (The National Advisory Committee on Creative and Cultural Education [NACCCE], 1999) The teacher educator is therefore faced with a complex set of demands that require resolution in terms of pedagogic practice. The aim of this study is to investigate how IWBs can provide opportunities for creativity in teaching and learning, particularly within whole-class lessons, by drawing upon observations of, and discussions with, classroom practitioners and ITE students. In so doing, the study will contribute to debates within educational fields (Bleakley, 2004; Craft, 2005; NACCCE, 1999) regarding the notion of creativity in primary teaching and learning. Current developments in creativity, interactivity and whole-class direct teaching The current focus on direct whole-class teaching, particularly in mathematics, developed in response to concerns in England about the level of children’s performance in English and mathematics compared to those in other countries. In particular, in the Third International Mathematics and Science Study of 1999 (Mullis et al, 2000) England was placed low in basic number skills although as Muijs and Reynolds (2001) note, faring better in geometry and problem solving. Research conducted by Professor David Reynolds, chair of the newly established Numeracy Task Force, singled out a substantial amount of direct whole-class teaching as a key feature of mathematics sessions in the top-attaining countries (Reynolds & Farrell, 1996), these findings The use of the interactive whiteboard in literacy and maths: a case study 85  echoing those of previous studies, (Galton & Croll, 1980; Rosenshine, 1979), and more recently, Bierhoff (1996), Bierhoff and Prais (1995) and Burghes (1995). In response to these concerns about attainment and the related research findings, the National Literacy Strategy (NLS; DfEE, 1998) and National Numeracy Strategy (NNS) were introduced into most state-funded primary schools; the NLS in 1998 and the NNS in 1999, both providing a clear framework for the content of the curriculum and recommended teaching approaches. In both Literacy and Numeracy, sessions were expected to consist of a substantial amount of direct, whole-class teaching. A wholeclass approach, it was claimed, enables the teacher to interact more with each pupil; adapt activities quickly in response to pupils’ responses; use errors and misconceptions as a teaching point for the whole class and keep pupils on task for longer periods of time (Muijs & Reynolds, 2001). However, Muijs and Reynolds also noted that this approach was not necessarily the best to use in all circumstances. Brophy and Good (1986) are cited as finding this method more suited for teaching rules, procedures and basic skills, especially to younger pupils. Less structured and teacher-directed approaches, Muijs and Reynolds (2001) suggest, would be more appropriate when the aims of the lesson are more complex or open-ended (eg, developing students’ thinking skills) With the IWB featuring widely in whole-class teaching, there is a concern that its full interactive potential may not be explored through this structured, teacher-directed approach as the teaching and modelling of rules, procedures and basic skills is likely to take precedence over more complex and cognitively demanding activities. Where whole-class interactive teaching in mathematics lessons is concerned, the Numeracy Task Force stressed that ‘it is the quality of the whole class teaching which determines its success’ (Department for Education and Employment [DfEE], 1999) rather than the whole-class approach per se. They note that whole-class teaching should not be viewed as a purely transmission-based approach, with children given instruction regarding knowledge and understanding in a product-driven mode of teaching. Rather, it should be seen as an interactive, process-oriented approach to learning with the quality of the interaction within the classroom being of prime importance, maximised effectively and efficiently through good whole-class teaching. The NNS goes on to state that ‘interaction is a two-way process in which pupils are expected to play an active part’ and that ‘high quality interactive teaching is oral, interactive and lively’, which is fundamental to a social constructivist view of learning (Vygotsky, 1978). This may be a laudable claim, however; Muijs and Reynolds (2001) caution that with direct whole-class teaching, pupils may find it easy to adopt a more passive role, becoming too dependent on the teacher and failing to develop independent learning skills. Nevertheless, it may be within a more social, interactive and lively learning environment that the IWB could be seen to make a valuable contribution. At present, there is a limited amount of research available that focuses specifically upon the IWB and associated pedagogy, however, Smith, Hardman and Higgins (2006) have undertaken a substantial study involving observations made in primary schools of 184 lessons in literacy and numeracy conducted over a 2-year period. The study suggests that, although the use of IWBs engages the pupils and sessions are generally faster in 86 British Journal of Educational Technology Vol 39 No 1 2008  their pace of delivery, the underlying pedagogy of whole-class teaching appears to remain unaffected, with teacher-led recitation and emphasis upon recall dominating proceedings. Previous research has highlighted the motivational impact of IWBs upon pupils, with the large screen, the multimedia capability and the element of fun enhancing the presentational aspects of a lesson (Glover & Miller, 2001; Levy, 2002). Essentially, there appears to be the potential for enhancements in whole-class teaching and learning through the use of IWBs if pedagogic practice were to adapt and change through creative and innovative use of the particular features of this new technology. Creativity Creativity has been described as ‘the word of the moment’ (Bruce, 2004, p. vi