Resources

Dan Sutch, Futurelab

An increasing emphasis upon the understanding of varied learning styles has prompted many schools to assess and access the visual, auditory and kinaesthetic learning styles of the students (VAK, see Barbara Prashnig's work for more details). This growing understanding of using technologies to afford variety of learning styles requires a wide range of learning activities and suitable technological tools.

Technologies that encourage access to visual learning styles are widespread. These tools come under the heading of 'Visual Display Technologies' (VDT), and this article highlights some of the more widely used VDTs as well as uncovering some of the hidden potential in this field.

VDTs are among the tools most rapidly being adopted in schools across the UK. Primarily these technologies have been interactive whiteboards (IWBs) connected to data projectors, but other visual display technologies are also emerging. Significant funding, support and promotion have been made available to encourage the use of IWBs in the UK. According to a recent DfES report, IWBs assist teachers in:

However, there is current debate about the benefits of using IWBs. E-mail discussion groups (such as the Becta research group) are rife with discussion about the pros and cons of such technology, with both positive and negative views of the technology. Those in favour of IWBs cite added motivation, clearer vision for all of the class, increased interactivity and the opportunity to use rich multimedia as a classroom resource. Dissidents claim that these affordances belong to the data projector rather than the IWB and that the 'novelty value' of IWBs will be short-lived as a student motivator.

Becta's recent publication, What the Research has to Say About Interactive Whiteboards, is a good introduction to current research activities into the types of whiteboard and the different ways in which they are being used. There are various types of IWB which all have their own specific benefits: the ability to kinaesthetically interact with the Smartboard using your finger; the mobility and low-cost of the eBeam systems (which attach to a 'normal' whiteboard to make it interactive); the various input devices available with Promethean boards such as voting systems, connected tablets etc. All of these technologies take advantage of the affordances offered by the data projector to help create rich classroom activities that enable learners to access visual learning styles.

The Visualiser is similar to the data projector in that it projects a large image onto a wall/board, yet the advantage of this technology is that by using digital camera technology it allows 3D images to be projected. The intricacies of threading a needle for example, can be shown to a whole class: work could be carried out and presented to a whole class to embellish explanation, and models of all kinds can be explored within easy view of all.

Quorum Tools is another technology that develops the affordances of the data projector. This tool allows multiple cursors to annotate or draw; a completely democratic input method for equal contribution. Each student uses a stylus on an individual graphics pad that adds to a shared projected image. This technology was initially designed for business meetings but is now being developed for classroom use at Furze Infants School in Romford.

Visual display technologies can help to create immersive learning environments that afford greater involvement and absorption of the learner. Seymour Papert gave the example of learning French by being in France and related this to learning maths by being absorbed in maths. If the environment is apposite, then students are able to become absorbed within the learning activity and, following Papert's theory, will be in a greater position to develop understanding. VDTs may help to offer the opportunity to create immersive environments through rich visual imagery.

A recent Futurelab Foresight Workshop, entitled 'The Future Potential of Visual Display Technology', brought together expert teachers, researchers, digital artists and technology developers to investigate possible developments in VDTs over the next five, ten and 15 years. The group discussed ideas such as curved, seamless boards that almost surround the learners, allowing movement between multimodal presentations and manipulable tasks; navigable images that allow the learner to access areas of interest; and table-top interactive displays that allow collaborative activities within 3D virtual environments. The technology to realise these ideas is on the horizon and the task ahead for users of VDT is to allow students to access visual learning strategies within activities that are immersive and absorbing.

Despite the rich resources already in widespread use in classrooms and the exciting technologies being developed for learning environments, the manner in which these tools are used is still the most important factor in their success and in the way in which they aid learning. As Alan Kay noted: "The music is not inside the piano".

References

Becta report (2004). What the Research Says About Interactive Whiteboards
Claxton, G (2002). Building Learning Power. TLO
Prashnig, B (1998). The Power of Diversity. David Bateman Ltd

Links

Becta - guidance on purchasing IWBs: www.becta.org.uk/leas/display.cfm?section=6_2
Becta - Getting the Most From Your Interactive Whiteboard: A Guide for Primary Schools: publications.becta.org.uk/display.cfm?resID=25834
DfES - general guidance on IWBs: www.dfes.gov.uk/ictinschools/ict_active/subject.cfm?articleid=509
eBeam: www.e-beam.com
Interactive Whiteboard Research Forum: www.ros.org.uk/iwb/researchers.htm
Manchester Metropolitan University/Promethean Centre of Excellence: www.ioe.mmu.ac.uk/promethean
Quorum Tools: www.quorumtools.com
The Review Project - University of Hull/Promethean Whiteboards (funded by NESTA): www.nesta.org.uk/ourawardees/profiles/1530
www.thereviewproject.org/about.htm
Visualiser: www.rgbcomms.co.uk/products/samsung.htm
www.av4business.co.uk/wolfvision/html/comparison.htm