Investigating younger pupils' beliefs in Cyprus on the value of classroom talk for their mathematical learning related to the use of the Interactive Whiteboard: understanding dialogic teaching

Abstract

Improving the quality of classroom talk has been set as a target globally during the last four decades, considered as an indicator of improved teaching and learning; yet research globally indicates that this target still remains unresolved. The broad installation of Interactive Whiteboards (IWBs) in the UK was envisaged to support more interactive teaching and raise attainment. However, the initial waves of enthusiasm are now replaced by the realisation that synchronizing technological features to pedagogically informed methods which open up space for dialogic interactions is yet to be confirmed. This study investigates the impact of IWBs on standardised forms of assessment, on the quality of interactions during lessons and get an insight into pupils’ views of their own learning during IWB lessons. A mixed method methodology was applied, which employed a systematic review and a pupils’ questionnaire using targeted groups. Results of the systematic review indicate that there is no evidence indicating that the use of IWBs influence interaction and outcomes consistently and higher levels of interactivity are related to factors other than the installation of IWBs. Pupils’ responses from the questionnaire reinforce these results while, rather surprisingly, show that pupils consider techniques that are mainly attached to typical methods of teaching as learning ‘strengtheners’. This might be due to their experiences and expectations being narrowed in such teaching structures. All in all, investigating more rigorously the relation between the type of teaching and content of summative assessment might explain the durability of traditional teaching patterns.