Are interactive whiteboards a novelty or can they be used as a catalyst for building professional learning communities and pedagogic change?
Trudy-Ann Sweeney Flinders University, South Australia [email protected]
Abstract
This paper describes the beginning stages of a joint project between one primary school in South Australia, Flinders University and the Technology School of the Future. Unlike other interactive whiteboard research, this project offers a unique perspective by investigating the use of interactive whiteboards as a catalyst for whole school change. The research project seeks to investigate the complex interrelationships between school leadership, organisational change, effective pedagogies, ICT, the use of interactive whiteboards, teachers’ work and their professional learning.
Embryonic findings suggest that although interactive whiteboards are increasing in popularity in schools, there is a lack of quality research about their effective use for teaching and learning, especially from an Australian perspective. Whilst some critics dismiss interactive whiteboards as having little impact on teaching and student achievement, research suggests that there is a transition continuum related to the development of specific technological and pedagogical competencies. To facilitate the effective use of interactive whiteboards, school leaders are required to ‘reculture’ the school by building professional learning communities that promote pedagogic change. In addition, there also needs to be a critical mass of enthusiastic teachers who are willing to develop and use the technology and become mutually interdependent in the development of materials.
Introduction
Increasingly primary schools in Australia are purchasing interactive whiteboards with the view to transforming teaching and learning into the digital age and improving student achievement. Implementing ICT in classrooms using up-to-date technology is often seen as a means of facilitating the necessary transition from traditional teacher-centred pedagogy to student-centred learning and engagement.
With the best intentions, many schools focus on the use of the technology itself as the driver of change and support individual staff members who are enthusiastic, early adopters of technology to ‘lead the way’ for others. However, such an approach often leads to very disappointing results in the longer term as any innovation is confined to ‘islands’ of practice within the organisation and is difficult to sustain when key staff leave the school. Whilst the ‘technocratic’ view (Avarim & Talmi, 2004) appears to be an effective strategy in the early stages, it is the development of deep understanding about existing knowledge, grappling with new ideas and the synthesis and implementation of new understandings in a supportive community that will ‘evolve’ the capacity of a school to manage constant change. Fullan (2004) argues that the three pillars of ‘technology’, ‘pedagogy’ and ‘change knowledge’, are all required for educational improvement to work (p. 2). The implications of this for schools that are seeking support to make the best use of their interactive whiteboards for educational improvement, is that the pillars of pedagogy and change must accompany the implementation of technology. This paper will now outline the research project, the context of the school and connect the embryonic findings to the relevant literature.
The Research Project
The overarching research problem is: How can interactive whiteboards be used as a catalyst for building professional learning communities and whole school pedagogic change? The primary goal of the project is to build the capacity of the school to engage in continuous improvement using an inquiry approach.
The project encompasses the following subsidiary questions:
What does the research literature say about the use of interactive whiteboards in classrooms that is relevant to this study? To what extent do teachers ICT skills and educational capabilities improve by using interactive whiteboards? What evidence exists that interactive whiteboards lead to increased integration of ICT into the curriculum and interactive learning activities? How do teachers describe the effective use of interactive whiteboards in classrooms? Which teaching methodologies or approaches facilitate the effective use of the interactive whiteboards in classrooms? How can the school build a professional learning community focused on inquiry and effective pedagogies? What are the professional development needs of teachers and leaders, and how are these best delivered? Which school structures do/do not support the development of the school as a learning organisation? What is the impact of these changes on teachers’ work (i.e. team work and use of interactive whiteboards)? How can the generation gap among teachers be bridged to provide mutual support for new and experienced teachers?
This research does not focus on the impact of interactive whiteboards on student attainment but shifts the focus to ‘how’ leaders can develop professional learning communities to build teachers’ capacity for using them effectively. As Newhouse et al (2002) argue, “most reputable educational researchers today would agree that there will never be a direct link [between learning and ICT] because learning is mediated through the learning environment and ICT is only one element of that environment” (p. 16).
The significance of the research is that it draws together the multiple interrelated complex elements of:
School leadership Organisational change Effective pedagogies ICT The use of interactive whiteboards Teachers’ work (a post-Fordist analysis) Professional learning
Each of these elements represents an area of research that has received significant attention in recent years either separately or in relationship with one or two other elements. However, it is unusual to find research about interactive whiteboards which adopts a systems thinking approach (Senge, 1998)i. These elements represent similar characteristics to what Newmann et al (2000) defined as the five components of change capacity within the school which include the development of new knowledge and skills, establishing professional learning communities, program coherence, access to new resources, and principal/school leadership (Newmann et al, 2000).
This research is distinctive in its attempt to conduct a longitudinal case study to document the learning journey of one school attempting to transform research findings about these multiple elements into an effective course of action specifically designed by stakeholders for the context of the school. That is, the study encompasses more than just a ‘snap shot’ of the use of the interactive whiteboards in classrooms as it is designed to build the capacity of the school to ‘learn their way forward’ as a professional learning community. ICT is not the driver of change in this research but one aspect of an approach to education that provides enhanced opportunities to serve its core processes: teaching and learning. In addition, the principal is considered a key player to develop capacity in the school by facilitating changes to the culture of classrooms through an emphasis on relationships and values (Fullan, 2001).
It is important to emphasise that this research project is emergent in the sense that it is unknown the exact directions that it will take. In addition, whilst this project is collaborative involving intervention, it is ultimately the school leaders and teachers who control the change process. Evidence of the collaborative approach can be seen in the development of the subsidiary research questions that originally only concentrated on the use of interactive whiteboards and have since been expanded to include a broader, simultaneous focus on the whole school as this has come to be understood as an essential aspect to the success of the program.
Description of the School Context
Melaleuca Primary (name changed) is a state R to 7 school situated almost 10kms from Adelaide. It has an enrolment of approximately 480 students, almost half of which are from a non-English speaking background. There are currently 18 classes.
The school leadership team consists of a newly appointed principal in 2006, a deputy principal and an ICT coordinator. Until recently, the ICT Coordinator provided a wide selection of ICT professional development activities for staff after school. However, he found that this approach declined in popularity once staff had ‘moved on’ from basic skills workshops. This year he is working collaboratively with the teacher-librarian and alongside classroom teachers and students on the development of problem based learning.
In 2004, the school commenced developing a stronger learning culture as a current school priority. This initially involved working on the Learning Area of English. In 2005, a senior manager from the Quality Improvement section of the Department of Education and Children’s Services (DECS) worked with a small group of staff on a program of professional learning for the whole staff. In 2005, three staff from Melaleuca Primary visited Richardson Primary School in the Australian Capital Territory to observe their interactive whiteboard program. This led to the decision for the school to implement a similar program in line with the school’s vision that states:
We will have a strong learning culture supported by a harassment free environment and up-to-date technology. Students will be confident and enjoy their learning.
In August 2005, six interactive whiteboards were installed in classrooms where teachers had volunteered as ‘digital pioneers’ to ‘show the way’ with the technology. Three staff members have less than three years teaching experience. The ‘ActivBoards’ were placed in the three upper primary classrooms, a science room with a specialist teacher and two junior primary classrooms. Laptop computers were supplied with each board and teachers were encouraged to make use of these at home. These teachers received an initial training session conducted by the sales representative on how to use the interactive whiteboard and later organised their own professional development for other staff as part of a school closure day to explore the capabilities of the interactive whiteboards. The ICT coordinator is one of the ‘digital pioneers’ who provides ongoing support ‘a few steps ahead of his colleagues’ (ICT Coordinator)ii. Late in 2005, a training session was held for prospective interactive whiteboard users with the intention for the school to purchase another seven ActivBoards in 2006.
Since her arrival at the school, the new principal has embraced the interactive whiteboard program initiated by her predecessor and sought to expand this initiative based on staff enthusiasm and use it as a catalyst to strengthen the school’s learning culture and effective use of ICT for teaching and learning. The principal has experience leading whole school change in the use of ICT for teaching and learning having led the development of one of six, South Australian ‘Discovery Schools in 1999-2001.
Connections with the Literature
As the research project is still at an embryonic stage, emergent project findings concentrate on making relevant connections with the literature based on the subsidiary research questions. Further connections are expected over time as more data is gathered and analysed.
The growing and diverse literature about the potential and use of interactive whiteboards as a tool for teaching and learning is overwhelmingly positive (Smith et al, 2005, p. 91). However, caution is needed when reviewing the available data as much of this is based on reports available on the Internet where there is little information included about the research methods used (Smith et al, 2005, p. 92). Nevertheless, it is clear that the installation of technology itself does not result in an immediate transformation from didactic to interactive teaching pedagogy. Although a likely relationship exists between teachers who are ‘good’ users of ICT or enthusiastic teachers and what may be considered as ‘good’ interactive whiteboard use (Cogill, 2002, p. 36). A point supported by the emergent findings from Melaleuca Primary where the ICT Coordinator has described the ICT skills of staff as being ‘better than average’ based on the findings of a recent systemic ICT skills and attitudes school survey (ICT Coordinator).
Whilst the ‘technocratic’ viewpoint is that interactive whiteboards will transform teaching and learning in classrooms, the literature points out that they can be used to reinforce traditional teaching approaches since teachers tend to continue to control learning from the front of the class. In fact, as this approach is a comfortable pedagogic stance for most teachers, one of the advantages claimed for the use of interactive whiteboards is that even ‘technophobic’ teachers are able to adopt the technology and integrate ICT into their lessons (BECTA, 2003), largely in accordance with their existing practice (Cogill, 2002, p. 41). A point also supported by Boyle (2003) who noted that teachers felt safe using the interactive whiteboards because the technology was situated within the existing class structure and they knew they could always revert back to using the interactive whiteboard as a whiteboard, a strategy not possible when using computers in laboratories (p. 13). Opportunely, the interactive whiteboards at Melaleuca Primary have been installed in classrooms where teachers are able to access them easily and frequently on a regular basis (Glover & Miller, 2001, p. 270).
Although there is a tendency by some educational reformists to dismiss interactive whiteboards as expensive novelty items which result in little evidence of their impact on raising levels of student achievement, it is worth noting that: “It has been observed many times that a new technology evolves in two stages. In the first stage it evolves previous practice” before leading to new transformations e.g. the horseless carriage and the later development of motor coaches and interstate highways (Downes, 2004). In addition, Beauchamp (2004) argues that teacher progress with interactive whiteboards should be considered as a transition continuum alongside the gradual development of specific technical and pedagogical competencies (p. 327). This suggests that there is an important role for ‘early adopters’ of technology at Melaleuca Primary to experiment with interactive whiteboards and evaluate their value in classrooms. However, it is important to ensure that this knowledge is shared with others in ways that benefit the whole school professional learning community through frequent, continuous and precise dialogue about teaching practice. As opposed to creating sources of tension amongst risk taking staff who are labeled as ‘pioneers’ and those that are not.
To effectively facilitate changes to teachers’ pedagogy requires the ‘reculturing’ of the professional community in schools (Fullan, 2001, p. 3) where teachers’ are empowered and feel comfortable to conduct action research and critically reflect on their practice with colleagues within a culture of inquiry (Reid, 2004). Similarly, Schmoker (2004) makes the case that carefully structured learning teams that provide time for teachers to collaborate and learn together based on ongoing inquiry as a basis for continual improvement are probably the most practical, affordable and professionally dignifying route to better instruction in schools (pp. 12- 13). This is a challenge, given that teaching is intricately bound up in teachers’ self image and traditionally seen as a personal and private activity in a context of isolation and a belief in one’s own autonomy (Nias, 1989, p. 204-205). McLaughlin & Talbert (2001) suggest autonomy can be conceived by teachers differently. For example, within the same school, autonomy can mean isolation and the reinforcement of the norms of individualism and conservatism in one department, whilst in another professional autonomy and strong community are mutually reinforcing (p. 55). This research is interested in investigating how teachers understand the concept of autonomy as this is a key concern of teachers linked to how they perceive their work (Sweeney, 2002, p. 193). This is especially relevant given that there are three relatively new teachers on the staff at Melaleuca Primary and this creates an opportunity to investigate ways to support their retention in the profession.
Initial observations of Melaleuca Primary School suggest that developing the school as a professional learning community focused on pedagogic change could be a major challenge as they have not had the opportunity to engage with substantial professional development in this area. However, the potential benefits of interactive whiteboards as an integrative technology is supported by the fact that the majority of staff have volunteered to develop and use the technology and are willing to become mutually interdependent in the development of materials (Miller & Glover, 2002, p. 18). Furthermore, this represents a significant shift in the level of staff interest shown in professional development from declining interest in attending ICT group sessions delivered by an ‘expert’ in the past, to the creation of small communities of teacher- learners engaged in recurring cycles of instruction, assessment and reflection of mutually relevant classroom activities.
Glover & Miller (2002) argue that the interplay between leadership and teachers is the force that conditions the pace, extent, and impact of change using interactive whiteboards. Specifically, when there is a combination of a ‘revolutionary head teacher combined with a majority of enthusiastic ‘missioner’ teachers or ‘tentative’ teachers, this leads to successful pedagogic and technological change (p. 11). However, where there is a combination of ‘gradualist’ or ‘reactionary’ head teachers together with a majority of ‘tentative’ or ‘luddite’ teachers, change` becomes problematic. In the case of Melaleuca Primary, these findings suggest that the implementation of interactive whiteboards are likely to be successful given that the principal demonstrates characteristics consistent with being a ‘revolutionary’ leader, and there is a majority of staff that appear to be ‘missioner’ or ‘tentative’ teachers.
Conclusion
This paper has outlined the embryonic stages of an ambitious project focused on intervention and the implementation of interactive whiteboards in one primary school in South Australia. It has been argued that a systems thinking approach is needed to investigate and fully understand the complex interrelationships between school leadership, organisational change, effective pedagogies, ICT, the use of interactive whiteboards, teachers’ work and their professional learning. A brief description of the school and the connections with relevant literature was provided.
Clearly, there is a major role for leaders to orchestrate change in schools to ensure that the focus remains on the development of professional learning communities focused on pedagogic improvement rather than simply the use of interactive whiteboards as a new tool for doing old things in new ways.
References i "Systems thinking is a discipline for seeing wholes, recognizing patterns and interrelationships, and learning how to structure those interrelationships in more effective, efficient ways." (Senge, P. & Lannon-Kim, C., 1991). ii ICT Coordinator – The reference to the personal blog of the ICT Coordinator has not been identified in the reference section as this would lead to the identification of the school.