Summary CaseStudy

Administration 
It is recognised that the world of technology and the world online are fast moving entities, where 
timeliness are important elements. It appears there is a time resource issue for ICT Co-ordinators 
generally. They are full time teaching staff with an additional role, which can require class-time 
solutions.
Further, without ongoing upkeep, recommender systems falter and no longer achieve their full 
potential. There may be a role for online peer learning in solving this issue. The idea of resource 
sharing, given the timeliness constraint, is a potential boon amongst teachers at St. Peter’s in 
particular. If as is suggested in the data, the school is at the top tier of most highly resourced schools 
in the country, then teachers there are in a pioneering position regarding the use of interactive 
technology in their classes and are forging new paths in multimedia instruction. 
CONCLUSIONS 
This report summarised findings from a
single in-depth case study which proceeds from 
the cognitive 
theory of multi-media learning (derived from cognitive load theory). The main research question asked 
to what extent interactive technology impacts 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 and with 
members of the wider primary school teaching and student communities. 
In order to determine the impact of interactive technologies on learning in the primary classroom 
t
hree 
important domains were identified: cognitive, pedagogic and administrative. Core objectives were to 

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discover how interactive technology is deployed in a primary school setting, what impact the 
technology has on knowledge transfer, and existence of evidence to support the hypothesis that 
multimedia learning is enhanced through the use of interactive technology in multimedia instruction. 
The perspectives of both teachers and students were considered equally important in making 
determinations about the process of knowledge transfer in the classroom. The sampling frame 
included three key actors: teaching staff, primary school students and school administrators 
represented by the school Principal and ICT Co-ordinator. It was deemed out of scope to seek input 
from parents for a study of this focus and size. 
The report scoped the breadth of interactive digital activities in primary schools and documented the 
administrative support structures necessary for successful program co-ordination. The study sought 
to categorise the struggles that exist for teachers in their planning of multimedia instruction sessions 
with interactivity in mind, it is important to note the relevance of mode competency of children in ICT 
in the classroom. 
The trust placed in children in particular, to be able to recognise how they learn best proved fruitful. 
The methodology used with children in this instance may offer scope for other researchers to proceed 
from. Further work may include investigation of the role of interactive gaming in fostering problem-
solving and meaningful learning in primary and other education (secondary, adult, life-long). 
In terms of evidence for enhanced multimedia instruction and learning, there is some food for thought 
including gendered preferences for either whole-class or individual, self-directed learning. The 
possibility of gendered responses to, or preferences for, individual activities vs. whole class activities, 
may offer useful context for multimedia learning and instruction in the future. Follow-on study with a 
larger dataset is recommended to uncover statistically significant and robust results.
It seems clear that evidence to support successful multimedia instruction using a wide range of 
interactive platforms is not yet comprehensively understood.

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