NEWCASTLE University experts have carried out the first-ever study of interactive tables in the classroom as part of a major trial to understand the benefits of technology to teaching and learning.
Working with local school students for six weeks, the team trialled the new tables to see how the technology - tipped as the next big development in schools - works in real-life and could be improved.
Interactive tables - which are also known as digital tabletops - work like an interactive whiteboard, a common tool in modern classrooms, but are on a flat table so students can work in groups around them.
Led by Dr Ahmed Kharrufa , a research associate from Newcastle University's Culture Lab, the team found that in order to make full use of the tables the technology would need to be fully embraced by teachers.
He said: "Interactive tables have the potential to be an exciting new way of learning in the classroom - but it is important that the issues we've identified are ironed out so they can be used effectively as soon as possible.
"Collaborative learning is increasingly considered to be a key skill and these devices will enable teachers and students to run group sessions in a new and interesting way so it is vital that the people who make the tables and those who design the software to run on them, get this right now."
Two Year eight (ages 12 to 13) mixed ability classes were involved in the study, with groups of two to four pupils working together on seven interactive tables. Five teachers, who had different levels of teaching experience, gave lessons using the tabletops.
Researchers found digital tabletops and the software developed to be used on them, should be designed to increase teachers' awareness of how different groups are progressing. They should also be able to identify which students are actually participating in the activity. They should be able to freeze the tabletops and to project work onto one or all of the devices so teachers can share examples with the whole class.
The team also found that it was very important that teachers used the technology as part of the lesson - rather than as the focus of the session.
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