Summary CaseStudy

Whole class interactive devices 
Teacher feedback on the usefulness of interactive boards was universally positive. ISB’s outperform 
IWB’s on features, interactivity and screen quality (on sunny days it can be difficult to see IWB 
content). They require fewer accessories and are backwards compatible with older technologies 
including visualiser and existing laptops.
Most comments from children on the use of IBs are about how engaging interactive work is on them. 
Two children commented on the use of IB screens, one said they hurst her eyes, the other preferred 
the large screen to the small iPad or laptop screen as he could see it better.

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Individual interactive devices - where each student has a device 
Teachers at St. Peter’s described a reluctance to devise significant numbers of sessions with iPads 
and laptops: issues raised include network problems, device availability, battery life, age-inappropriate 
content and worries about browsing safely. The ICT Co-Ordinator noted that the school’s network 
was recently upgraded and that the PDST white and blacklisting service is in place to limit access to 
inappropriate web-content.
Peer learning - teachers 
Two recommender systems are in place at St. Peter’s school. The first outlines the process for 
sourcing new App content for the iPads. This should operate on a teacher recommendation basis,
where teachers discover a new artefact and suggest it to the ICT Co-ordinator who will schedule an 
update of iPad content. Teachers comments suggest the App content on the iPads was age-
inappropriate for children beyond Snr Infants. It didn’t appear that they had made recommendations 
that weren’t followed up on, rather it seemed that this research and recommendation was beyond 
their remit or experience. The ICT Co-ordinator felt this to be an unfair reflection of the process and 
said she’d remind teachers of how the recommender process should operate.
The second recommender system is a list of useful interactive resources for teachers using interactive 
technology in the classroom. Peer recommendation appears to happen on an ad hoc basis between 
class teachers in the same year group. There is a list of useful online resources provided by the ICT 
Co-ordinator, but some teachers feel a more interactive or up to date listing may be useful, as might 
structured inputs around interactive resources (see Appendix D for a list of interactive resources 
mentioned during the course of the study).