As teachers become more fluent in their use of technology and recognise the link to pedagogic change, the interactive whiteboard becomes the focus of changed approaches towards supporting pupils with learning disabilities (Damcott et al., 2002). Teachers have found the use of interactive whiteboards relatively easy to use when working with pupils who require special needs. However, teachers still struggle to commit to the use of interactive whiteboards in terms of training and independent exploring. Training and independent exploration of interactive whiteboards are essential for teachers to participate in (Glover and Miller, 2002). The effective use of training and independent exploration of interactive whiteboards will enable teachers to construct their lessons with consideration to children with learning disabilities. Furthermore, the way in which interactive whiteboards are being used in a special needs classroom has been linked to the issue of teacher and student power, authority and control (Hall and Higgins, 2005). Ball (2003) argues that interactive whiteboards are supposed to be used as a tool to encourage student centred learning. But instead interactive whiteboards are used as a tool to promote teacher centeredness, this contradicts the purpose of interactive whiteboards as pupils with learning difficulties are suffering with this technology in place (Ball, 2003).
Pedagogy
Pedagogy is defined as the interactive process that goes on between teachers and children, effective teaching with interactive whiteboards requires pedagogy in order to contain an element of interactivity (Lewin et al., 2008). Even though interactive whiteboards are adapted to whole class-teaching, when not used interactively with children with learning difficulties. Interactive whiteboards can reinforce teacher-centred styles of pedagogy (Armstrong et al., 2005; Schuck & Kearney, 2007; Smith et al., 2005, 2006). Wood and Ashfield (2008) highlight how the underlying pedagogy of whole-class teaching for pupils with special needs remains unaffected. Effective pedagogical interactivity requires structured lesson planning, pace in activities, and a cognitive review (Higgins et al., 2007), the role of the teacher needs to change to support and provide reasonable adjustments for pupils with learning difficulties. This may become a barrier in cases when the teacher wants to maintain a traditional didactic teaching style to support pupils with learning difficulties, the difficulty of this places emphasis in the UK where several teachers are less willing to involve students in lessons (Hall & Higgins, 2005). Teachers should support pupils with learning difficulties in order to work together rather than adopting the traditional rule of teacher and learner (Lewin et al., 2008). On the other hand, focus on the benefits of technology needs to be addressed, not on how pedagogy needs to be changed. Without pedagogical change, interactive whiteboards can be identified as a presentational aid (Glover et al., 2007). In relation to this, the effect of interactive whiteboards on pedagogy are that teachers are putting increased preparation time into their lessons. Rather than spending time thinking about the needs of pupils with learning difficulties and their individual learning styles (Schuck & Kearney, 2007).
Motivation
Motivation is perceived as a key factor from interactive whiteboards, especially for children with learning disabilities. Interactive whiteboards help children to understand the qualities of presentation, use of colour and movement whilst encouraging children to participate and develop their knowledge (Blane, 2003). The visual appeal is one of the main contributors to motivation, teachers can also benefit from the motivational effect of interactive whiteboards as several teachers report that technology is a vital element which they use to develop an enthusiastic approach to learning (Schuck and Kearney, 2007). On the other hand, motivation still depends on the overall quality of teaching and teachers cannot solely rely on interactive whiteboards (Schroeder, 2007). In order for teachers to motivate pupils with learning disabilities via the use of an interactive whiteboard, they must elaborate certain techniques which can enhance teaching effectiveness. Likewise, considering the importance of planning, the ability to recall previous data and storage on the interactive whiteboard (Cogill, 2003). Interactive whiteboards can be used as a concept to boost the motivation of children with learning disabilities for example, interactive whiteboards can help those who struggle with literacy by offering repetition, recall which can be associated to a learning stimuli (Bell, 2000). In order to maximise student motivation, interactive whiteboards are best used in a subject-specific context which should be embedded into the curriculum (Martin, 2007). Overall, there is conflicting research on teacher’s perceptions regarding the effect of interactive whiteboards on student achievement and attainment. As some teachers prefer a dialogic approach to teaching, whilst others prefer a whole-class interactive style to teaching (Solvie, 2007).
How does technology impact on teaching methods? The model below ‘Infusion, integration and Transformation’ (Gibson, 1999) summaries a conceptual model through the use of technology in schools.
| Stage one: Infusion |
| Stage three: Transformation |
| Stage two: Integration |
Gibson (1999) highlights three separate, but related stages of development where schools progress with new technologies. This model can be applied to the use of interactive whiteboards whilst relating to teacher’s perceptions.
Infusion: At this stage schools are eager to ensure they have the latest and best device of technology available, regardless of its suitability and use for pupils with learning disabilities. Gibbs (1999) discusses the negative factors of interactive whiteboards via teacher’s perceptions, some of the key features which she highlights include:
- Little strategic thought given to the deployment of interactive whiteboards through the curriculum.
- Little interaction with the audience and is difficult to tailor to individual needs.
- Predominant mode of learning passive and teaching didactical or presentational
Integration: At this stage schools start to devote more time and thought to the strategic deployment of new technology e.g. interactive whiteboards across the curriculum. A clear recognition on using an interactive whiteboard for effective practice aligning with the curriculum. Hence, at this stage teacher’s use interactive whiteboards as a tool to enhance and raise standards of learning. During this stage of development teachers perceive interactive whiteboards as:
- A device to encourage pupils to participate
- The development of several tools including videos, desktop annotations, images etc.
- Used as a strategic form of learning with a sense of whole school learning
Transformation: According to Gibbs (1999) this stage of development is rare, it requires a fundamental re-appraisal on the role and use of interactive whiteboards. During this stage teacher’s enable pupils to be involved in the process of learning e.g. in constructing knowledge and understanding for themselves. This can be categorised by:
- A richer diversity of multimedia resources brought together e.g. video, sound, text and images
- Teacher and pupil resources produced and used specifically according to context
- Emphasis on using an interactive whiteboard as a means of knowledge where pupils are involved and the board is used as a resource to enhance pupil’s subject knowledge.
Learning with interactive whiteboards (a model of learning)
Another model which was employed by Heppell’s taxonomy of multimedia use contains a valuable conceptual bias for thinking about the implications of interactive whiteboards for learning (Heppell, 1993). Interactive whiteboards as a taxonomy is identified as a progressive form of technology, the three levels which the model of learning covers include:
- Narrative- (watching and listening)
- Interactive- (browsing, exploring, navigating and choosing) the appropriate tools to implement as a model of learning within classrooms
- Participative- as interactive and originality is used to present in the classroom.
Heppell (1993) states the importance of this conceptual framework as a resource to explain how pupils and teachers learn with and through the use of interactive whiteboards.
To conclude, the of interactive whiteboards is a significant change in the classroom learning environment. Teachers perceptions on pedagogy, motivation and relevant models were embedded. Relevant theorists have displayed how interactive whiteboards have effected teaching and learning interactions, although the motivation of pupils and teachers is increased there is no significant impact on achievement. Teachers need to ensure that the interactive whiteboard in the classroom is translated into a positive change in education. However, teachers progress at different speeds and their training requirements will need to be met in a flexible and supportive environment. As their confidence grows, they will incorporate more child use of the board into their lessons and children themselves will become confident users of the technology.
The Use Of Interactive White Boards To Support Pupils With Learning Disabilities 