Effective practice in technologyenhanced learning: interactive whiteboards - Teaching with Technologies: The Essential Guide - page 43

Somekh et al.'s (2007) evaluation of interactive whiteboards identified a range of
potential benefits, which pertain to: enhanced pupil motivation, benefits for teach-
ing and, in some cases, some evidence of increased attainment. This is supported by
Koenraad (2008) who found a similar range of benefits. Other researchers identify
additional specific benefits: provides focus (cinema effect) and more opportunities
for interaction (Smith et al. 2005), contributes to concentration (Kennewell 2004) and
motivation (Longman and Hughes 2006), more varied and dynamic use of resources
(Higgins et al. 2005), increase in lesson pace (Cuthell 2006), learners understand more
complex concepts through visual representations and physically moving objects on the
screen (Higgins et al. 2005), provides multi-modal and kinaesthetic learning opportuni-
ties (Miller and Glover 2006), which lead to deeper learning and promotes metacog-
nition . In addition, interactive whiteboards can support specific lesson phases , from
introductions with multimedia stimuli to interim comprehension checks and for the
plenary; debriefing , reflection and evaluation.
The most cited 'added value' of interactive whiteboards to learning is the impact
on pupil motivation. There is a range of evidence to support the claim that this tech-
nology does enhance motivation for pupils both primary (4-11 years) and secondary
(11-18 years) (Passey et al. 2004; Higgins et al. 2005; Hall and Higgins 2005). Somekh
et al. (2005) reported a significant impact in improving pupils' attention, which
enabled difficult concepts to be taught more easily and the teachers in their study
reported marked improvements in pupil motivation. Higgins et al.'s (2005) research
found 99 per cent of teachers perceived that interactive whiteboards did increase
pupil motivation. Staff were also positive about the impact of interactive whiteboards
on their professional motivation for teaching, with 87 per cent of teachers claiming
to feel more confident with technology as a result of the introduction of interactive
whiteboards.
Somekh et al. (2007) cites evidence of researchers who found that use of white-
boards affected pupils' attention positively (from Pearson et al. 2004) and pupils
stayed on task more, because their attention span persisted and lasted longer with the
whiteboard (Glover et al. 2004). In addition, the interactive whiteboard was a visual
focus for the pupils, with this increased focus leading to a quicker pace of lessons; use
of a greater range of resources, together with multimedia aspects also captured pupils'
attention. Pupils also liked seeing their work on the screen (Somekh et al. 2007).
Somekh et al. (2007) found the increase in concentration led to improvement
in pupil behaviour. In addition, Somekh et al. (2007) discovered increased participa-
tion in lessons and a greater willingness to communicate in class by pupils. Increased
contributions were explained by the fact that pupils were less anxious about making
mistakes when they used the interactive whiteboard. This in turn enhances creativity,
as research on creativity illustrates: when there is a reduction in anxiety and concom-
itant increase in opportunities to take risks there is more likely to be an environment
conducive to enabling creativity (Loveless 2005; Spring-Keller 2010). Freedom from
fear of 'getting it wrong' and making errors enables greater risks, play, exploration
and discovery, which is conducive to learning (Piaget 1951).
In enabling greater interaction, interactive whiteboards were found to be popular
with pupils too. Hall and Higgins (2005) research on pupils' perceptions was unusual