Significance
Large sums of money have been invested in ICT resources for schools,
largely as an act of faith, and it is important to analyse what the impact has been on
pedagogy and on standards of attainment. The Welsh Assembly Government has particularly
focussed on the provision of interactive whiteboards. It might be expected that the
impact of these resources would be seen in the ‘interactive teaching’ approaches which
are designed to engage learners through rapid questioning and short tasks and which seem
to focus on factual knowledge and lower order skills. By considering wider interpretations
of interactivity in the classroom, and by exploring with good teachers how they work
with and without ICT, we expect to gain insight into how digital tools can be used most
effectively to generate conceptual knowledge and higher order skills.
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