Summary CaseStudy

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The impact of interactive technology on learning in primary education. Case
Study.
Preprint
· May 2017
DOI: 10.13140/RG.2.2.29469.46565
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Fiona Delaney
Technological University Dublin - City Campus
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SUMMARY REPORT: THE IMPACT OF INTERACTIVE 
TECHNOLOGY ON LEARNING IN PRIMARY EDUCATION, 2017. 
CASE STUDY CONDUCTED WITH ST. PETER’S N.S. PHIBSBORO D7. 
Researcher: Fiona Delaney, MSc. Advanced Software Development. DIT. 
Fig. 1 Apps and interactive Smartboard used in classes at St. Peter’s N.S. Source: App Store, LIYAMA.com 
INTRODUCTION 
A
single in-depth case study is described which proceeds from 
the cognitive theory of multi-media 
learning (derived from cognitive load theory). The main research question asks to what extent does 
interactive technology, which facilitates cognitive multimedia learning, impact on learning in primary 
school classrooms? The Case Study was carried out with staff and students at St. Peter’s N.S in 
Phibsboro, Dublin 7 (Roll No. 20091R). Fig. 1 illustrates some of the activities using interactive 
technology considered in this case study. 
An initial literature review of relevant publications from the Dept. of Education (
Dept. of Education and 
Science, 2008), s
tudies relevant to cognitive multi-media learning theory (Mayer, 1998, 2003, 2009), 
(Pellegrino & Hilton, 2012) and its deployment in primary education (Rocha et al, 2016) were reviewed, 
in addition papers to relevant to integrating interactive technology in primary education (Carstens & 

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Pellgrum, 2009). Further reading included educational psychology theorists Jean Piaget and Maria 
Montessori and NCTE and PDTS policy and resources. 
In terms of initiating contact with a potential participating organisation, a school where a high degree 
of interactive technology is already in use was sought. St. Peter’s N.S. has an enrolled student 
population of 456 children between the ages of 4 -13 years old, is co-educational, Catholic in ethos 
and is a designated DEIS school with a high proportion of students attending whose native language 
is not English. 
The school Management Board made a commitment to integrate interactive technology as an 
additional teaching resource into every classroom over ten years ago and each classroom is fitted 
with a laptop and either a full suite of interactive Whiteboard (IWB) devices or a single interactive 
Smartboard (ISB). Furthermore, the school has invested in 3 laptop trolleys (20 laptops each) and two 
iPad trolleys (20 iPads each) for use with students. The school has a well-defined technology policy 
overseen by a teacher with the additional role of ICT Co-ordinator. Access to the internet is limited on 
all school devices in accordance National Centre for Technology in Education (NCTE) and Professional 
Development Service for Teachers PDST network provision . 
1
A
greement was obtained from the school Principal to conduct the study with the school, in the first 
instance. Thereafter, agreement from teaching staff to participate in one-to-one interviews was sought 
on a voluntary basis. The children, and parents of the children who participated, were invited to take