The Dissertation

Exploring the viewpoints of
students and teachers on the

impact of interactive technology on
social and emotional development.
Stockport College
Manchester Metropolitan University
BA (Hons) Childhood Studies
April 2015
Rebecca Schofield
Contents Page
Acknowledgements
. Page 3
Statement of
Authenticity.. Page
4
Abstract
Page 5
Introduction
.. Page 6
Methodology
Page 12
Data
Analysis
. Page 18
Implications to
Practice. Page
25
Conclusion
.. Page 29
Bibliography
.. Page 31
Appendices Appendix AF.
Page 36
Appendix
G
. Page 42
2
Appendix
H
. Page 44
Appendix
I
.. Page 45
Appendix
J....
Page 49
Acknowledgments
Throughout this whole research project, and degree I have been lucky
enough to have a great network of support around me. This support has
been provided by my lecturers and supervisor at university but also my
friends and family.
I would like to specifically thank my boyfriend, Lee Sinclair for his
consistent support throughout this degree and also Jenny ODowda for
working with me and motivating me on each assignment to the lead up to
our research projects. These two people have been my rocks, throughout.
Statement of Authenticity
I, Rebecca Schofield, declare that this report is authentic, original and my
own work. All statements and information contained herein are true,
correct and accurate to the best of my knowledge and belief. Any use
made in the text of other publications or the work of other researchers has
been fully acknowledged and referenced.
Abstract
Sharp (2002) explains that throughout educational settings of all ages,
children and young people are being exposed to an intricate, technological
world in which an apparent accumulative aspiration drives children and
teachers to prepare for.
Drawing upon existing research, this dissertation will explore the area of
modern technologies, focussing on interactive devices, within an
educational setting. The study will consist of interviews and participant
observations with teachers and students around the use and impact they
think the devices have, particularly focussing on social and emotional
development.
Students were very enthusiastic when using the devices, however did not
highlight any direct effect it had on their social and emotional
development. Adversely, teachers were much more aware of the impact
the devices had on the students development and the learning
environment.
Overall, discussion into the implications of these devices highlighted key
areas linking academic success to social and emotional development. The
main recommendations made from conducting this research were to
ensure all training for staff was suitable to suit childrens individual needs
5
and to recognise the importance these devices can have on childrens

social and emotional development, in and out of the school environment.
Introduction
Research is a detailed study of a subject or an aspect of a subject.
When you do research, you collect and analyse facts and
information and try to gain new knowledge or a new understanding
(Cooley and Lewkowicz, 2003:7).
Cooley and Lewkowicz (2003) argue that for research to have any purpose
there must be a gap in current knowledge around that subject. My area of
research is within education and I have decided to focus within this area
because I have a passion for working with children and a strong interest in
their education and development. Through wider reading, I have also
identified a gap in literature around interactive devices and the effect
these have on children and their education. As cited in Du (2012), Burton
and Barlett (2009) propose that education research seeks to explain or
comment on educational processes or phenomenas. Yates (2004) also

considers that research in education can create and disseminate
knowledge for improving learning. It could be argued that as I am a
teaching assistant, working within a high school, it would be appropriate
for me to conduct this research because I have the greatest opportunity of
working closely with students and other professionals within a school
(Stenhouse, 1981; Baumfield, Hall and Wall, 2008; Hopkins, 2008). My
research topic will mainly focus and explore students and teachers
viewpoints over the use of interactive technology in reference to students
social and emotional development. Exploration into my area of research
will be based on three main themes; social and emotional development,
curriculum and gender. These themes will assist in a further exploration
around the impact of interactive technologies.
Discussion into the area of my research, drawn from secondary sources of
literature, will be done throughout the introduction of this study and
consideration to the ethics within my research will also be referred to.
Within the methodology chapter I will discuss the different types and
approaches of research methods and how they can impact on a research
project. I will also discuss what approach I am going to take with my
research and explain the reasoning behind this choice. The data analysis
chapter will be a collation of my results from the methods I have used and
I will reflectively write a report which analyses the primary data. Finally,
within the implications to practice and conclusion chapters of this
research project I will critically evaluate the research and the research
process whilst synthesising implications for professional practice. I will
also reflect on the overall process and discuss any suggested further
research.
Research within education has been identified by Hammersley (2003) as
an imperative part of practice and working with children. Hammersley
(2003) further suggests that the purpose of educational research is to
improve policy and practice and the best way to achieve this is to involve
all people within a setting or group such as teachers, other professionals
7
and the students involved. Burton and Bartlett (2009) explain that the
term educational research is much too broad and should be broken down
into research in education and research on education. They suggest
that if educational research is broken down, into two sections,
researchers are able to focus on particular areas of education, therefore
are at less risk of focussing on just intellectual development and can look
at other factors within the educational system such as practice, teaching
and learning strategies and students individual needs (Burton and
Bartlett, 2009). Within my research, I have decided to break the term of
educational research down as suggested by Burton and Bartlett (2009). I
will be focussing on the viewpoints of both teachers and students with a
focus on interactive technology on social and emotional development and
the use and effect of it within education and also socially, outside of
school.
The interest of interactive technology, throughout educational settings of
all ages, is becoming more apparent due to the accumulative aspiration to
prepare children to what is described and visualised as an increasingly
intricate, technological world (Sharp, 2002). In addition, Nylund (2013) has
supported this by arguing that children are born into a digital world where
they are exposed to technology and are avid users of interactive devices.
Loveless and Dore (2002) argued that the features of interactive
technology,
can help us to analyse how it might make a contribution to
teaching and learning processes which is distinctive from other
media, tools and resources (2002:11).
A personal interest of mine is how interactive equipment within schools is
becoming a lot more apparent during lessons and also the personal use of
these by children and young people.
With reference to my area of study, Norman (1993) highlights that the old
approaches of teaching and learning are not sufficient enough to support
the pervasive effects that new technologies have on children today. I have
identified a potential gap in research to where teachers are unaware or
8
inexperienced in supporting children with the growing need of new

technologies; such as interactive devices (Nylund, 2013). With this
highlighted inexperience of practitioners, I am interested to explore the
impact this has on the students social and emotional development.
The growing pervasiveness of new technologies has led some parents and
teachers to query the relationship and influence it has on the
development of children and young people (Plowman and Stephen, 2003).
The debate is polarised between those who do not believe new
technologies have a positive influence on children and young peoples
development and to those who do (Plowman and Stephen, 2003).
Buckingham (2007) believes that there is a loss of childhood as a result of
deviations in modern society. However, Cocozza (2014) suggests that if
children were left out of this modern day society this would have an
adversative effect on their development and leave them developmentally
behind other children who have actively been part of it.
Howse (2014) argued that it is imperative for children to have physical
interaction and social engagement at an early age. However, the modern
lifestyles as suggested by Buckingham (2007), of which children are
involved in, which include the over use of electronic screens, could
impede on a childs emotional and social development (Howse, 2014).
A recent research program investigated whether young children would
rather play with interactive devices or traditional toys such as dolls and
toy cars (Maitland, 2013). The recording identified that almost all the
children found something to play with regardless to whether it was an
interactive device or traditional toys (Maitland, 2013). It was outlined that
when the children were playing with the traditional toys they interacted
verbally with each other and role play between the children appeared
(Maitland, 2013). However, as detailed by Maitland (2013), when the
children were in the room with only the interactive devices, such as iPads,
they sat independently with their separate screens and there was no
interaction between the children for the whole session.
Morgan and Siraj-Blatchford (2009) suggest that if children of a young age
use these interactive devices it could have supposed risks on the
9
childrens cognitive and emotional, physical and social development.

Some critics have discussed the possibilities of repetitive strain injuries
and lack of exercise leading to an increase in obesity and decreased
impacts on creativity, motivation, social interaction and literacy (Morgan
and Siraj-Blatchford, 2009). On the other hand, Kennington (2014) would
argue that the more opportunities young children get to use interactive
devices, the more they can learn about the world around them by
exploring useful websites and other good educational softwares.
Although, previous literature discusses children and young people overall,
it has been identified by Heemsherk, Brink, Volman and Dam (2005) that
some educational software and computer games are frequently,
inadvertently tailored to the interest of boys. Mims-Word (2012) argues
that teachers need to link interactive technology and curriculum with
childrens interests, and take into consideration their gender. Mims-Word
(2012) reports the claims of interactive ICT equipment and computing
being a male terrain, and from a young age boys are pushed towards
using more of it through play and education.
When these programs are developed, practitioners must distinguish how
girls can lose interest in technology and understand different learning
styles of each gender (Mims-Word, 2012). Palmn (2012) suggests that
some school policies for attainment focus on a wider push for boys, and
ICT is used to motivate them; thereby contributing to increased
attainment. Haywood, Alty, Pearson, and Martin (2003, cited in BECTA,
2008) found no difference in girls motivation when using interactive
devices, although it was used to motivate boys as oppose to traditional
teaching methods. A DfES (2007) study identified that ICT enabled boys to
present their work in a much clearer way and allowed them to rework
numerous drafts which increased their attainment in literacy.
Aubrey and Dahl (2008, cited in BECTA 2008, p.5) suggested a possible
clarification that links boys increased motivation was that the design of
computer software was aimed at boys. Cooper (2006) cites studies that
show the negative impact this type of software can have on girls. Cooper
10
(2006) argued that it can lead to girls having higher levels of anxiety,
being demotivated which can lead to a decrease in their performance.
Palmn (2012) however, highlights that when girls use gender neutral
software these negative connotations are withdrawn. As cited in MimsWord (2012) The American Association of University Women Educational
Foundation (AAUW) (2000) testified that the increase in violent video
games and dull programming classes needs to change to reduce the
number of adolescent girls switching off from using ICT equipment at all.
However, Thom (2001) claims that there has been an increase in the
development of programs to increase girls interest for computer usage
which has created inclusive teaching methods and curricula that can
reach all students. This is discussed further by Palmn (2012) who
suggests that to gain a more gender inclusive approach to ICT, mediations
like computer clubs for girls and a greater use of Smart Boards during
lessons need to be entrenched into wider processes.
A DfES study of home use of ICT (Valentine, Marsh and Pattie, 2005)
acknowledged that girls were ominously more likely to have minimal
access to interactive devices including a computer at home, while boys
were more likely to have a number of computers, laptops and a games
console (BECTA, 2008). However, games consoles are largely the preserve
for boys, mobile phones and other smart phones are more popular
amongst girls (BECTA, 2008). BECTA (2008) argues that this configuration
echoes the conclusions of other studies which have suggested that boys
would be prepared and more enthusiastic to purchase ICT items to use
leisurely, whereas girls would mainly use interactive equipment at school
using educational software, for educational reasons.
The purpose of my research is to explore the impact that new
technologies, focussing on interactive devices such as tablets and Smart
Boards, have on children and young peoples social and emotional
development.
To ensure that ethics is considered throughout my research, I will reflect
upon any ethical issues within my research as I am conducting it to ensure
11
it remains ethical. Initial consideration to any ethical issues has been

identified when discussing the methods I will be using; such as consent
letters. An ethical clearance for my study has also been sought to gain
approval to conduct my research and provided the consent letters were
sent out before any research was done, my study was granted ethical
clearance.
As cited in Wilson (2013), Stutchbury (2013) states that although ethics is
about the obvious things such as acting with honesty, it is also imperative
to ensure that that any data collected and drawn upon is evidenced
accurately by there being enough of it. Stutchbury (2013) extends his
point and explains that a researcher must be open minded about their
assumptions and the limitations of their conclusions. In reference to my
area of study and the approach I will be using, I will ensure that I keep
open minded and due to the interpretivist approach being used I will be
able to base my findings on interpretations and opinions of others.
Allen (2005, cited in Tisdall et al, 2009), argues that ethics should be a
reflection process throughout a proposal and not a form of paperwork
completed by a committee. Moon (1999) supports this by arguing that
reflection-in-action is the ability to think about what you are doing, whilst
you are doing it, which enables you to process an action through the
knowledge in use. Ethical lists that some organisations provide are not
always appropriate in research as it does not consider the complexity and
interconnections of some issues that may arise when the research is
conducted (Stutchbury, 2013). Further discussion into the ethical
considerations made for my research will be discussed within the
methodology chapter upon reflection of the methods I will be using.
12
Methodology
Nutbrown (2012) suggests that, within research, methodology and the
methods involved are the most significant parts of research. Du (2012)
furthers this point and argues that when research is conducted within an
educational setting, there needs to be a clear and precise decision made
on the methods that will be used. Du (2012) continues to explain that this
precise decision needs to be made to promote the effectiveness and
quality of the research.
The research I will be conducting will be qualitative research as my
conclusions and findings will be drawn from participant observations with
the students and interviews with teachers and teaching assistants.
Qualitative research has been defined as the most appropriate method to
conduct research within education as your findings and research can be
collated through discussions, observations and interviews with the people
directly involved in your area of research (Bowen, 2005). Therefore, this
approach is suitable for my research due to my study being based on the
viewpoints of the teachers and students in regards to interactive ICT
13
equipment. This approach will promote the viewpoints of students and

teachers because it will allow them to discuss the subject within an
environment they are familiar with and encourage more honest opinions
(Bowen, 2005).
Reflecting upon the title of my research and the definitions; the paradigm I
will be demonstrating will be the interpretivist approach. It is summarised
by Roberts-Holmes (2005) that some of the traditions of interpretive
research are that is does not attempt to generalise and rather findings are
specific and contextual. On the other hand, positivist research traditions
are that it attempts to discover a particular truth and assumes stable
reality (Roberts-Holmes, 2005). Hughes (2001) continues to develop these
summaries and defines the paradigms used within positivist research such
as large scale research and where research has a defined hypothesis, are
structuralism and post structuralism. He supports this by explaining that
positivism is based on scientific knowledge which can be proven true or
false however; interpretivism is based on other forms of knowledge such
as myths and intuitions, which cannot be proven or disproven.
My research will be led from a natural state by conducting observations of
the teachers during lessons and using participants observations with the
students, further to this I will be doing extensive reading around my topic
to support or critique my findings.
As discussed, one approach to research is positivist; an advantage of
using positivist research is that the variables can be controlled by the
researcher and the research is value free, provided that strict
methodology protocols are followed to maintain no subjective bias (Cohen
and Crabtree, 2006). However, with this objectivity the positivist approach
assumes there is an existence of real truth and the results will conclude to
a right or wrong answer (Robert-Holmes, 2005). It is also argued that it is
impossible to control subjective bias within research, from either
approach, as the researcher will hold their own values and beliefs which
could impact on the research overall (Cohen and Crabtree, 2006). The
positivist approach will not be appropriate for my research as I am
14
exploring students and teachers viewpoints which will be based on

multiple truths and interpretations.
Additionally, MacLeod-Brudenell (2008) suggests that due to the methods
used within an interpretivism paradigm, such as observations, there is a
greater advantage because you are gaining results from professionals and
students directly involved, allowing the opportunity to share and gain
more knowledge. However, gaining other knowledge and opinions could
lead to the findings and results being determined and moulded by
personal opinion, potentially making the research unreliable (Koshy,
2010). As discussed later in this chapter by Hunter (2002, cited in Rhodes,
2013), this outcome could be overcome through self-reflexivity, which is
tool used by a researcher to assist in minimising bias and recognition of
their own assumption.
I will be conducting qualitative research which is a collection of data that
will be based on results from observations of the teachers and participant
observations with the students (MacLeod-Brudenell, 2008). It is argued
that the data found from using this methodology will mainly help the
researcher, understand situations without necessarily arriving at a
definitive explanation (2008:456).
This methodology supports my research as I will be conducting an
exploratory study which therefore will focus on a particular area and
enable me to explore within it by using a number of different methods. On
the other hand, quantitative research is mainly based upon and used in
statistical studies as it involves a collection of measurements and is based
on finding a definitive answer. Due to the topic of my research,
quantitative research may minimise the depth of my research as I am
exploring teachers and students opinions (Thomas, 2003).
As suggested earlier, with reference to interpretivism research; MacLeodBrudenell (2008) explains further that qualitative research, like
interpretivism research, uses methods such as observations because that
will allow the researcher to gain a wider understanding and a precise
picture of what they are researching. An advantage to using this
15
methodology, that I have identified, is that it can uncover an extensive

amount of personal experience which will potentially enable me to
evaluate my results in a broader way and allow the further exploratory
that I am hoping for. It is also fairly inexpensive and manageable because
I will be focussing on small groups or individuals, whereas quantitative
research may require a large amount of people or groups which could
increase the costing (Luton, 2010).
As cited in Dockett et al (2010) there are many tensions and challenges
which may occur when conducting research with children and young
people; two of which are seeking consent from those involved (Farrell,
2005) and the representatives of the participating children or young
people (Hill, 2006) and also ensuring the consent is voluntary (Tisdall et
al, 2009). Upon reflection of Alderson and Morrows (2004, cited in Tisdall
et al, 2009) checklist for ethical research within childhood studies, I have
made further recognition to other ethical considerations I need to make.
Alderson and Morrow (2004, cited in Tisdall et al, 2009) emphasise that an
understanding of ethics must be made throughout the whole process of
research. To ensure this, I will reflect upon each stage of my research
before conducting any of my methods. I will reflect by ensuring I have
signed consent from all participants and that this has been sought on a
voluntary basis (see Appendix I and J). I will also explain my research to
the participants before conducting any of my methods to explain how I will
handle the data I collect and also how I will then use the data to draw on
the findings.
One method I propose to conduct, which the young people will be directly
part of, are participant observations during lessons. Therefore, before
conducting any of these observations; I will seek consent from all of the
students and any representatives of the students, such as parents and
guardians, if needed. This consent will be sent out as a formal letter to the
student or the students parents or carers explaining exactly who I am and
the reasoning behind my research (see Appendix J). It will also reassure
16
the students, for confidentiality reasons, no names will be used

throughout my observations. Below this explanation will be a signature of
consent which will be requested back to school by a certain date
specifying whether they are happy for the student to be involved or not.
The aim of the observations will be to distinguish the students opinions
on interactive devices, this will be conducted by observing the children
using the equipment and asking questions to allow them to share their
views.
Before I observe the teachers, I will seek consent from the ones involved
in the observations through a written letter, similar to the one given to the
students (see Appendix I). This will also require a signature from the
teacher authorising the observation. Confidentiality will be sustained
throughout the observations and research by changing or removing any
names used; this will also be outlined to the teachers in the consent letter.
Observations can be used to record, assess and monitor, by observing
throughout the lessons I will be able to record my results during the
observation and then assess them when the lesson is completed
(MacLeod-Brudenell, 2008). MacLeod-Brudenell (2008) elaborates on this
and suggests that an observation is most effective when used in
combination with other methods; although I am using two types of
observations, the participants observation will allow deeper assessment
as I will be able to compare my findings to the students discussions. It is
further explained by MacLeod-Brudenell (2008) that the evidence obtained
during an observation would be subject to my personal interpretations.
A disadvantage I have identified of an observation can be the presence of
an observer, within a classroom, which can unintentionally influence how
the students or teachers react or behave which could have an impact on
the reliability of my research (Ary, Jacobs, Sorensen and Walker, 2013).
Taylor (2014) suggests that observing two or more groups would allow me
to compare and evaluate the results to ensure that I am making my
research as reliable as possible. I will be conducting more than one
observation as I want to look at a range of different ages across the school
17
which use interactive technology to explore a range of opinions and

viewpoints.
This type of qualitative methodology is called ethnography, which is
described by Reeves, Kuper and Hodges (2008) as,
the study of social interactions, behaviours, and perceptions that
occur within groups, teams, organisations, and communities
(2008:12).
In reference to Reeves et al (2008) definition of ethnography I feel it will
be the most appropriate approach of methodology for my research as I am
concentrating on the view points and opinions of students and
professionals whom are part of a team or group and community.
Reeves et al (2008) extend their discussion and highlight that
ethnography allows a holistic approach to research as it accesses the
insights of peoples views and actions. To allow my research to extend and
have a possible impact on policies and procedures within my current work
setting, it is argued that ethnography, as a research methodology, allows
the researcher to collate empirical insights into social practices which can
sometimes be hidden from the public eye (Reeves et al, 2008). Reeves et
al (2008) suggests that ethnographers usually supply an in depth
description of the setting where the research will take place and the
research report will include the ethnographers own ideas and experiences
therefore this could lead the readers to judge the possible impact the
researcher has on the methods of research used within the project.
Although I will be usually the ethnographic approach within my research I
will aim to minimise the amount of description within my report and focus
on the methods I will use and the outcomes that I find.
I will be conducting the research within my work setting with the students
and staff I am already familiar with. As cited in Rhodes (2013), Hunter
(2002) argues that if the practitioner is conducting the research
themselves this allows self-reflexivity, which is a tool to reduce bias and
assist in the researcher recognising their own assumptions. I will also be
18
using data triangulation to increase the validity of my research findings

(Guion, Diehl and McDonald, 2011). I will do this by using secondary
sources such as existing literature on my research topic and also using
two different methods to achieve a primary source of results. Guion et al
(2011) explain the benefits of using data triangulation are that it can
increase confidence in the research data, can unveil unique findings and
provide a clearer understanding of a problem or issue. It is also argued
that using triangulation within research can allow an opportunity to
uncover deeper meaning in data. I will use triangulation alongside selfreflexivity to minimise bias within my research.
Reflexivity is also a central element when conducting ethnographic
research due to the relationship the researcher has with the participants.
Bourke (2014) suggests that the research process is moulded and shaped
through our own perceptions and biases however; these serve as
checkpoints of reflexivity and positionality within research. The use of a
journal to log my findings and thoughts on a daily basis will help identify
these checkpoints and allow me to consider my positionality at that point.
As supported by Bourke (2014), through the recognition of possible bias
and my own positionality, it will enable me to gain an insight to how I may
approach the research setting, the participants and how I may seek to
engage them.
Overall, this process is defined by Fook (2001) as critical reflexivity and is
further explained that it is the ability to recognise the influence the
researcher can have on the outcome through their self and the context. I
will ensure I practise critical reflexivity by reflecting upon each stage of
my research by using a research journal. This will enable me to keep notes
during the whole process and allow me to critically reflect on any
assumptions I may make.
However, Nicotera and Walls (2010) would suggest that if a researcher is a
practitioner, within the same field of work, then bias will always be
apparent due to the researchers own practice and the procedures that
they follow within their work environment. Nicotera and Walls (2010)
further suggest that if the practitioner is familiar with the participants
19
within a research project, there is a chance that the participants will react
differently to any questions asked due to the researcher not performing
their day to day role. An example of this may be that the teacher delivers
a lesson differently due to their own assumptions or opinions on the
research area or if they are cautious of the researchers outcomes (Reeves
et al, 2008). To minimise this as much as possible, I will be conducting the
participant observations throughout normal set lessons across a range of
days and the interviews will be done during the school day with the
teachers, at their convenience.
Data Analysis
Thorne (2000) describes qualitative data collection and analysis as
concurrent, as it is hard to distinguish the analytical processes to the
actual data collected. She explains that this is due to the process of
qualitative research, where the researcher will start to collect data from
the very beginning of the research thus not solely relying on the methods
used. Schutt (2011) mirrors this view and explains further that qualitative
research and analysis begins in the field; during observations and
interviews, because it allows the researcher to identify the themes of the
study and any concepts that may assist in understanding the situation at
a deeper level. Throughout the process of this research I have
demonstrated this practice by keeping a journal to log any findings or
themes that may arise, although I did outline themes initially which were
drawn from secondary sources. I also made notes (see Appendices),
alongside what the participants were saying, throughout the observations
and interviews to highlight any key areas or themes that I had not
identified already. Schutt (2011) explains that if a researcher makes
20
consistent notes throughout the research process it will also allow them to
identify important statements and possible ways of coding their data.
Upon completion of all the research methods, I analysed my data through
many different methods such as adapting thematic analysis. Thematic
analyses require more involvement from the researcher and entail more
interpretation (Guest, Macqueen and Namey, 2012). Furthermore,
thematic analysis does not just focus on explicit words or phrases within
the data, it identifies the themes which are collated from the data overall
(Guest et al, 2012). This type of analysis was suitable for my approach on
the research and when analysing the data because I had already
established the themes and the methods I was using to collate and
analyse the pieces of data.
LeCompte and Schensul (1999) describe data analysis, within a qualitative
research project, as a cycle whereby a researcher must analyse the data
and findings through a number of different ways to establish clear themes
and direction. Firstly, I read through all the notes I had made from the
start of my research through to the observations and interviews. This
allowed me to become familiar with all the data and begin to recognise
the themes I had previously identified and also any key areas or points
made. I identified the key themes and points from the interviews and
observations using different coloured highlighters to then collate each of
the themes together to study in depth.
As previously discussed within the introduction chapter, I had already
identified three themes for my research which were drawn from secondary
data such as journals, books and other existing literature. These themes
were social and emotional development, curriculum and gender. Further
discussion later in this chapter will identify my findings from my interviews
and participant observations.
LeCompte and Schensul (1999) suggest that if a researcher has a history
of the topic under study, through previous research of secondary sources,
it assists in interpreting the data. They argue that it is essential to
understand the past as a tool for understanding the present. However,
21
Cohen and Crabtree (2006) contrast this view and argue that if themes
are already identified within research, the researcher can then mould the
findings thus making the research biased and the outcome may be
minimised. Due to my study being based on views and opinions of
teachers and students, I feel that the identification of the themes did not
bias my interviews or observations as I kept them informal which allowed
further discussion around the subject.
As I had already identified the themes, I applied constant comparative
analysis whilst collating and examining my data. As cited in Thorne
(2000), Glaser and Strauss (1967) utilised this approach in their grounded
theory which evolved out of the sociological theory of symbolic
interactionism. Constant comparative analysis is described by Thorne
(2000) as the best suited approach to analyse data within a qualitative
research project because it allows the researcher to compare each stage
of research to develop conceptualisations of the possible links between
different pieces of data. I decided to use this type of analysis as I had
already identified the themes before conducting the interviews and
observations; therefore the constant comparative analysis allowed me to
highlight any other key themes that became apparent and also link the
existing themes during the data collection stage of my research.
Social and Emotional Development
As expressed by Nylund (2013), within the introduction chapter, children
are being born into an ever changing digital world where it could be
argued essential to know and understand how to work all types of
computing devices, otherwise there is a fear these children will become
withdrawn from society. Cocozza (2014) argues that if this is not
understood children may be left behind or struggle with certain areas of
the curriculum; therefore there could be risks of low self-esteem.
Accordingly, as found within one of my interviews, with Teacher 4
(Appendix D),
22
When they are using the iPads participation in the lesson is pretty
rubbish to be honest because the students get distracted by the
internet and its hard to monitor, theres no interaction with me, let
alone the other students they just zone out completely. I dont
think its very good but like I said, its hard to monitor.
Howse (2014) supports the view of Teacher 4 and argues that children,
who use interactive technology, albeit to the extreme, may become
withdrawn and not be able to handle other social environments, thus
having a negative effect on their social and emotional development. On
the other hand, Teacher 3 (Appendix C) contests this view and discusses
from experience that,
Yes, most of the time. I think its great to get the students involved
in the lesson in an active way where they can monitor their own
progress. I think this helps boost their self-esteem because they feel
in control of their own learning.
This view from Teacher 3 was also supported within some of the
participant observations (Appendix G), where the students agreed to feel
more independent, potentially leading to a rise in self-esteem;
They said they felt much more included within the lesson and the
teacher seemed to help them more on a one to one basis
the students liked the SMART boards because it gave everyone
in the class a chance to answer or get involved.
Students also mentioned they enjoyed working together in small
groups on activities where they could ask their friends for help and
vice versa and mark each others work through different apps.
Kennington (2014) mirrors these findings within their research where it is
explained that students who frequently use interactive technology, with
an academic purpose, are able to be active within their learning.
Kennington (2014) states that this activeness not only allows students to
socially and emotionally develop between peers, but also prepares them
23
for the technological world we live in. Although this argument was
mirrored by Maitland (2013) who found that young children played
independently with the iPads within a study, Trott (2013) supports
Kenningtons (2013) view on improved academic success. Trott (2013)
argues that these devices are a very important role in a childs life now
and teacher statuses have shifted, whereby the learning environment is
now much more child led. Concurrently, Kent (2003) supports the use of
interactive devices within a classroom as he suggests that the students
are much more engaged in the lesson therefore allowing students to
construct their own knowledge. This was again reflected in the
participants observations where the students interacted with each other
on certain tasks (on and offline) and also seemed to stay focussed on the
activity for a longer period of time whilst using the Smart Board or iPads.
Curriculum
The Office of Educational Research and Improvement strongly support the
use of new technologies, such as Smart Boards and iPads, within a
classroom based on the ability to enhance academic cooperation in the
classroom (Trott, 2013). Singh and Means (2002) also discuss the impact
these technologies have had on the teachers themselves, in regards to
delivering the curriculum. They suggest that teachers are no longer the
focus of the class and students are given much more independence when
completing assignments, working in groups and creating project goals,
through the assistance of new technologies. This was supported by
Teacher 3 (Appendix C), as they discussed that,
Children see to get through work very quickly and successfully
when using the interactive technology in lessons and really engage
with the activities.
Trucano (2005) suggests that it is generally believed that the new modern
interactive technologies empower students and begin to minimise highly
teacher-dominated learning environments. However, he does argue that
literature supporting this belief is very limited and suggests this is due to
24
educational planners using technology as the primary source, and then

investigating how education applies to it (Trucano, 2005). Although,
Trucano (2005) does recognise that there can be a positive impact on
childrens educational achievement when linked with a teachers existing
pedagogical philosophies. For example, as observed throughout all the
participant observations there was a clear difference in the teachers who
felt comfortable enough to use it within their lessons, as they were
confident enough to implement it alongside their own teaching session.
This was supported within my results with the interviews with the
teachers, as Teacher 2 explained that they preferred to have the
equipment set up before the lesson as they did not feel confident in
introducing it half way through a lesson.
Gender
Based on my secondary data, there was a clear theme of gender around
the subject of interactive technology and the impact it potentially has on
social and emotional development. However, within my primary research
there was no reference to a gender gap or difference in the uses or
reactions to interactive devices between girls and boys.
Upon reflection, this theme could have been explored further throughout
the interviews and also within the participation observations. For example,
I could have incorporated a question whereby the teachers could
distinguish a difference, if there is one. Also, within the participant
observations I could have asked the students who preferred using the
interactive devices to determine if there was a difference. However, these
types of questions within the participant observations may not have
assisted in the exploration around the impact on social and emotional
development.
Special Educational Needs
Special Educational Needs was not a theme that I had previously
researched, however from conducting the interviews with the teachers; it
25
became apparent that interactive devices had an impact on children with

special educational needs. It was highlighted by one of the teachers that,
I have also found that students who have a special educational
need, like Autism, respond really well when using the iPads
individually (Teacher 3, Appendix C).
Drawing on further reading around the impact of interactive technology on
special educational needs, it is argued that children with additional needs,
physically and emotionally, can greatly benefit from using the devices
(Trott, 2013). It is further explained that children with Autism have a set of
very unique issues, whereby they can be seen as unresponsive and deeply
withdrawn (Trott, 2013). Trott (2013) argues that the use of iPads within a
classroom can develop children with Autisms lack of participation within a
lesson and promote their responsiveness. It is suggested that iPads allow
children with special educational needs to access the curriculum on a very
individual basis, such as using specially designed apps to help them
understand and respond to the task (Trott, 2013). Through wider reading
around the effects of interactive and assistive technology, I have identified
that the Technology-Related Assistance for Individuals with Disabilities Act,
as cited by Stokes (2002), define this type of technology as,
any item, piece of equipment, or product system, whether
acquired commercially, off-the-shelf, modified or customized, that is
used to increase, maintain, or improve functional capabilities of
individuals with disabilities (2002:126).
In reference to this definition, Porayska-Pomsta, Frauenberger and Pain
(2012) agree with the increase in academic capabilities for that child with
additional needs. For example, a child with Autism will have the ability to
process information through the use of images and interactive activities;
instead of auditory information which is often seen in classical learning
environments (Porayska-Pomsta et al, 2012).
Trott (2013) also refers to the use of iPads and other interactive devices as
a significant part to a childs, with additional needs, communication and
26
emotional development. Within my interviews with the teachers, Teacher

3 (Appendix C) agreed with the above statement by Trott (2013) and
discussed that when using the iPads and interactive white board,
It has a really positive effect on participation; even some of the
less able, special needs children or quiet children get really involved
and present their work to others.
This statement from Teacher 3 (Appendix C) implies that children with
special needs participate to the lesson in an active way, when the
interactive devices are accessible; however Teacher 1 (Appendix A)
explained that,
Generally the students react in a hyper kind of way at the start of
the lessons but seem to settle down throughout the lesson, well
most of them do.
Therefore, if the majority of the class were over excited and hard to settle,
this teacher may not provide a child with special educational needs an
iPad, for example, due to the effect it may have on the other children.
Overall, from the evidence provided by the teachers and students, within
the interviews and observations, alongside the secondary literature
sources it is clear that iPads and Smart Boards have some type of positive
influence within the learning environment. For example, as discussed by
Teachers 5 and 6 (Appendix E and F), they believed that students
attainment and engagement throughout a lesson was much greater when
using the interactive devices. Furthermore, Teacher 3 (Appendix C) agreed
that the impact these devices had on students social and emotional
development within the classroom was very positive due to the work
completed and the greater engagement. However, as discussed by
Teacher 1 and Teacher 2, (Appendix A and B) and other opponents to this
new age of technology, it is argued that the ability of teachers to control
what media the students are exposed too can be a barrier to why they are
not implemented into lessons. Although, Cardon (2012) explains that
27
training around these interactive devices is quick and easy for both
teachers and other caregivers. Further discussion into training will be
conducted throughout the implications to practice chapter.
Appendix H shows a visual chart of the overall findings from the interviews
and observations; this acted as an aid when identifying any further
themes, other than the ones I had already outlined.
Implications to Practice
Upon reflection of my research and the research process, I have found a
collection of different data and findings through the methods I used. As
argued by Nicotera and Walls (2010), within research, it is essential to
reflect on the findings to highlight any issues or concerns and the possible
implications to practice the research can have. Nicotera and Walls (2010)
also explain that reflection on implications to practice, drawn from
research, is what shapes change in the school environment and
reconsideration to policies and procedures. An example of this is ensuring
teaching staff and support staff members are fully trained and capable of
using interactive equipment within the classroom and also securing their
knowledge on the benefits and challenges of using it.
Overall, the main implications to practice that were highlighted by the
practitioners were that the technology was sometimes unreliable, the
students did not stay focussed on the task within a lesson and the
teachers did not feel trained enough to use the equipment, to its full
advantage. In reference to the themes I researched initially, there was no
28
mention of difference in gender from the interviews with the teachers

(Appendix 8). However, literature suggests that there is a significant
difference between girls and boys when using interactive technology, as
discussed within my introduction (Mims-Word, 2012). Further research
could have been conducted around the gender gap in relation to using
interactive ICT equipment by incorporating it into my observations and
interviews.
As supported by Nylund (2013), within my introduction, teachers are
inexperienced when using modern day technologies such as iPads and
Smart Boards, thus having an impact on their pedagogical skills. This
inexperience and lack of confidence was shown from my interviews, as
discussed within the data analysis chapter, as teachers and practitioners
explained that they had not been trained enough. Morrison (2013) argues
that if teachers use and are trained to use these modern technologies, it
will have a positive impact on their pedagogical skills. Trott (2013) mirrors
this view as he argues that the classical teaching methods such as the use
of a blackboard are being minimised as a result of iPads and Smart
Boards. SMART Technologies Inc. (2005) outline that if a Smart Board is
used within a lesson, it allows students and teachers to build a
relationship where the learning environment promotes independent
learning and student led. This wider, more student led learning
environment could help support all children, including those with special
educational needs, as discussed within my interviews with the teachers.
As identified by Teacher 3 (Appendix C) in their interview, they found
certain apps and facilities on an iPad that supported non-verbal students;
which allowed the students to access the curriculum independently. Trott
(2013) supports this and reported that children with Autism of whom are
non-verbal greatly benefit from using certain apps on an iPad as they are
specially tailored to their needs, thus promoting social and emotional
development, within the classroom and a boost in self-esteem.
Furthermore, the theme that I discovered that could potentially have a
significant implication on practice within schools was the impact on
children with special educational needs. This theme could impact practice
29
whereby policies and procedures could be adapted to incorporate

interactive devices as a permanent feature within the classroom. As
discussed by Trott (2013), iPads can help non-verbal students
communicate in their own individual way, therefore promoting their
learning environment.
The students observations displayed a variation of results whereby some
students interacted with each other better and others independently
worked, without interaction (Appendix G). Conversations with the students
throughout the participant observations found that most students enjoyed
using the equipment within lessons, however did not see any academic
impact this had. Although the students did not seem to benefit from it
academically, in their opinions, it was clear to see from the observations
that the majority students confidence within a lesson was increased. The
implication this could have on practice is that academic success and
attainment is increased, as highlighted by Norman (1993), if students
have a high self-esteem and are confident in their work they can thrive
academically. Therefore, if you link thorough training for the staff on how
to use the equipment it could be suggested that this will promote students
social and emotional development, along with their academic
development.
An example of where interactive devices have been successful in
supporting children with their social and emotional development, outside
of the classroom, is when a child is suffering bereavement (Child
Bereavement UK, 2015). In 2011, it was blogged that certain interactive,
virtual games such as SIMS World have acted as an aid for children to
acknowledge how they feel and express it in their own individual way
(Electronic Arts Inc., 2014). There are also a range of apps available on an
iPad to support bereavement and other issues young people may
experience (Child Bereavement UK, 2015).
From the data I collected and researched further, I would recommend that
due to Sharp (2002) arguing the necessity of modern day technologies;
that all practitioners working with children and young people must be fully
30
trained in using the interactive equipment. Therefore, this could lead

teachers and other practitioners to improve pedagogically and also build
on their already established pedagogical skills. Similarly, practitioners can
help support students social and emotional development through practice
that I have discussed in the data analysis chapter. This support could be
provided through a variation of teaching techniques and also a broader
knowledge of using interactive devices to the full potential.
I have learnt a lot about research and the purpose of doing it and with this
new knowledge I have been able to transfer it into my every day practice
within my current role. An example of this is during cover lessons, within
my current role at a Pupil Referral Unit, working with students who have
social and emotional difficulties. I have become more confident in using
the Smart Board throughout lessons and this has proven successful in all
the lessons, as all of the students have been engaged and willing to
participate. As previously discussed within my introduction, Hammersley
(2003) states that research, especially within education, is a cycle of
which a researcher must constantly reflect upon and continue to conduct
because of the impacts it can have on policies and procedures within a
work place. I have also had discussions with the Head teacher and Special
Needs Co-ordinator at our school to create a policy whereby students use
the equipment on a regular basis and staff are fully trained in using it; I
am yet to receive confirmation of this, however I can implement it into my
practice now.
In summary of conducting this research, I have been able to identify many
personal and professional skills I hold which I was not aware of before
doing this research project. However, it has also highlighted areas of
which I could improve. An area of improvement that I identified was to
minimise my own opinion within my area of study. When I embarked on
this research journey, I had a preconceived idea of the results that I was
going to collect. However, through wider reading and conducting the
research, I have discovered that constant reflection and dedication to
further reading and exploration has allowed me to become much more
31
open minded about my research project. This dedication has transferred

into passion around my topic and further desire to share my research with
colleagues and other professionals.
Furthermore, I have reflected throughout each chapter of my research,
alongside the methods I have used and the wider reading I have
conducted. As explored by Hunter (2002, cited in Rhodes, 2013) in the
methodology chapter, it is essential that researchers reflect in action to
reduce bias and assumptions within the results. I maintained reflecting in
action, as described by Moon (1999) throughout the whole process of
collecting the data; this allowed me to evidence my data accurately and
sustain an open mind, thus minimising my own conclusions. This
reflexivity is evidenced within this chapter and other chapters, alongside
my appendices.
32
Conclusion
Trott (2013) argues that since the invention of the cellular phone and
home computer, technology has played an extremely important role
within our lives, overall. Children and teacher statuses have shifted,
specifically those children within a classroom setting (Trott, 2013).
Morrison (2013) suggests that the new technology has allowed classical
teaching methods or techniques to adapt whereby the new technologies
begin to play a significant role within the classroom. Classrooms have
changed drastically and now include Smart Board technology, iPads and
other interactive technology, which diminishes the use of a blackboard
and printed out worksheets (Trott, 2013). With this complete change in the
learning environment, and the effects this has on the educational world it
has proven to enhance work collaboration between students and teachers,
accessibility to resources is much greater and academic achievement is
considerably higher (Trott, 2013).
Current education theories are based upon the students engagement as a
key component of their knowledge construction (Kent, 2003) It is also
highlighted by SMART Technologies Inc. (2005) that this type of social
learning, that originates from using such equipment as a Smart Board, can
incorporate whole class teaching, active learning and constructivism.
Whole class teaching can be used to focus a whole classes attention and
provides a structured, teacher and student led environment. Active
learning encourages students to engage actively within the lesson, for
example processing through reading, synthesis and evaluation. Finally,
constructivism relies on the learner to select particular parts of
information and transform it into something they can use and ultimately
construct meaning too.
As suggested by Hammersley (2003) research in education is essential
because it helps support the dynamics of change within this sector.
Hammersley (2003) argues that education is not static, due to the
changes in legislation and the impact the media can have on our children.
33
As a result of this ever changing, technological world it is important that

practitioners move with the transformation (Nylund, 2013). Furthermore,
teachers and other professionals working with children must be fully
trained to support children and young peoples development through
school (Cardon, 2012). With reference to Appendix H, 4 out of the 6
teachers that were interviewed did not feel competent enough to
implement the interactive technologies to a lesson. Yates (2004) would
argue that this is not providing children with the academic support they
need and potentially having an adverse effect on their social and
emotional development.
As mentioned initially in the introduction chapter, I feel this research was
appropriate for my setting and also I felt it was appropriate for me to
conduct it. Although Koshy (2010) argued that it could be deemed
unethical due to a number of implications, I think I have been successful
in collating reliable and unbiased research by applying constructive
reflexivity as part of the research process. This is reflected in the detailed
study I have provided within the subject of interactive technology and the
impact it can have on social and emotional development. As discussed by
Cooley and Lewkowicz (2003), the purpose of conducting research is to try
and gain new knowledge or a new understanding on a subject or an
aspect of a subject. I feel I have gained new knowledge around this
subject alongside the professionals I work with.
To conclude, this research project has taught me many skills that I feel I
would not have gained if I had not embarked on this journey. I am able to
transfer my academic and professional skills into my personal life as well
as within my workplace. Throughout this journey I have become more and
more passionate about my research and feel this is shown through my
written work. I have had a huge involvement with my workplace and they
are keen to use my work as a point of reference due to a large delivery of
interactive devices at the school.
34
Word Count 8940
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Schutt, R.K. (2011) Investigating the Social World: The Process and
Practice of Research. London: Sage Publications Ltd.
Sharp, C. (2002) School Starting Age: European Policy and Recent
Research. Paper presented at the LGA Seminar When Should Our Children
Start School? London. Available from:
http://www.nfer.ac.uk/nfer/index.cfm (Accessed on 3/12/14).
Singh, R. and Means, B. US Department of Education, Office of Educational
Research and Improvement. (2002) Effects of technology on classrooms
and students. [Online] Available from:
www2.ed.gov/pubs/EdReformStudies/EdTech/index.html (Accessed on
10/3/15).
39
Special Education Research Centre (SERC) (2012) Developing Fine Motor

Skills using ICT. Redbridge. [Online] Available from:
http://redbridgeserc.org/resources/entry/developing-fine-motor-skillsusing-ict/ (Accessed on 28/12/14).
Stenhouse, L. (1981) What Counts as Research? British Journal of
Educational Studies. 29 (2) 103-114.
Stokes, S. Department of Education, The Office of Special Education
Programs (2002) Assistive technology for children with autism. [Online]
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11/3/15).
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[Online] Available from www.austin.org.au/Assets/Files/Session%201%20%20Research%20Design.pdf (Accessed on 28/12/14).
Thom, M. (2001) Balancing the equation: Where are women and girls in
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Thorne, S. (2000) Data Analysis in Qualitative Research. Evidence Based
Nursing. 3. 68-70.
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Academic Development in Autism. Unpublished. Senior Honors Projects,
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28/12/14).
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Yates, L. (2004) What does good education research look like? Berkshire:
Appendix A
Teacher 1 responses during interview.
40
1. How do the students respond when using interactive ICT

equipment during a lesson?
Generally the students react in a hyper kind of way at the start of
the lessons but seem to settle down throughout the lesson, well
most of them do.
2. What effect does this have on the students participation

throughout the lesson?
The participation can be none existent at the start as the students
are too hyper and more excited about getting on the internet to
play games but then students usually all get involved once they
have calmed down.
3. What are your views on the effect on students social and

emotional development when using interactive equipment?
I think overall, it depends on how the students react to using the
equipment. I think it allows students to discuss the work and help
them understand tasks, visually but it can also act as a barrier if the
students zone out of the lesson.
4. Do you incorporate interactive equipment within your

lesson? If so, why? If not, why not?
Yes, sometimes. It depends what lesson or class or overall mood of
the students are in because if theyre hyper already, the iPads or
SMART board wont help. It also depends if the equipment works!
Appendix B
41

If I introduce it in the middle of a lesson, students really struggle to
stay on task so I usually do it at the beginning.

I get no participation if I try to introduce it during the lesson as the
students just want to play games or dont stay focussed on the task.
If they are focussed on the iPads, I find it really hard to get their
attention again. The Smart Boards not as bad because I can ask the
students directly to involve them.

I think it has a negative effect on their social and emotional
development as the students are just bothered about going on
online games or social networks (even if they are blocked). But I
suppose they talk to their mates on it and can challenge each other
on some of the game sites.

Not all the time because I usually try and start the lesson using the
equipment. I do use the SMART board interactively a lot because it
is easier to control and monitor. Also Ive not had much training on
using the iPads and only a bit on the Smart Boards so I like to have
it all set up before the students come in, but this isnt always
possible if I have lessons after lessons.
42
Appendix C

Children see to get through work very quickly and successfully
when using the interactive technology in lessons and really engage
with the activities.
It has a really positive effect on participation; even some of the less
able, special needs children or quiet children get really involved and
present their work to others.

It definitely has a positive impact on my students social and
emotional development. I have also found that students who have a
special educational need, like Autism, respond really well when
using the iPads individually. Students seem to get a sense of
achievement because theyve finished a task in good time and then
help their peers and share answers.

Yes, most of the time. I think its great to get the students involved
in the lesson in an active way where they can monitor their own
progress. I think this helps boost their self-esteem because they feel
in control of their own learning.
43
Appendix D

Usually start messing about and playing on games when the iPads
are out but usually ok with the Smart Board.

When they are using the iPads participation in the lesson is pretty
rubbish to be honest because the students get distracted by the
internet and its hard to monitor, theres no interaction with me, let
alone the other students they just zone out completely. I dont
think its very good but like I said, its hard to monitor. But when I
use the Smart Board interactively the participation of the students
is much better.

During the times when I use the Smart Board interactively, you can
tell the students enjoy the interaction and involvement in the lesson
so I reckon that has a good effect on the students social and
emotional development. But it is hard to tell when theyre on the
iPads because they dont stay focussed on the task.

Not really because the students just mess around and we end up
not getting much work down. It is too much of a distraction. I also
dont feel too confident in using it for all its uses as Im not great
with all the modern technologies!
44
Appendix E

Most my classes use the equipment on a regular basis so there
doesnt seem to be a particular response when I say we are going to
use it. No one complains about using it so I suppose they react
positively and calmly towards it.

Regardless of whether it is on the individual iPads or Smart Boards
the participation from the students is amazing. It really brings a lot
of students out of their shell.

I think it has such a great impact on the students development
overall, especially their social and emotional development. Most, if
not all, my students get so much satisfaction from being part of the
lesson as an active member not just having a teacher talking to
them from the front of the class.

Yes, I incorporate it a lot within my lessons because the students
get a lot out of the lesson because they can work with their peers
and work fluently together.
45
Appendix F

They usually engage for a longer period of time when using the
interactive ICT or when I deliver the lesson using the SMART board.

It has a really positive effect on the students participation; they
engage for much longer and get involved in group work.

Definitely a positive effect in regards to social and emotional
development. Because they engage for longer, the students usually
finish their work and are able to present, share and give feedback
on it which really boosts their self-esteem.

Yes I do because the students respond really well and get through
lots of work successfully.
46
Appendix G
Participant observations notes
1. Observe students reaction to using the equipment

Overall, most the students used the equipment very calmly and
confidently it was clear to see they were used to using devices
such as an iPad or similar. Some students struggled with staying on
task throughout the whole lesson when using the iPads because of
other functions it does or has on it (the internet, games etc.). The
SMART board seemed to be the most successful the students and
their reaction in all observations was positive.
2. Observe the students behaviour during the times when using

the equipment.
Most students overall, used the equipment in calm manner and
used it to complete their work or to access certain educational sites
where they could o interactive tests between the class and with
other peers. Behaviour was disrupted slightly if the equipment
didnt work, or wouldnt connect as the students got annoyed and
confrontational with the teacher or others who had an iPad etc.
3. Speak to the students about what they enjoy about it and dont
enjoy
Students said they really enjoyed it because they hated usually just
being told what to do from a teacher who stood at the front of the
class. They said they felt much more included within the lesson and
the teacher seemed to help them more on a one to one basis. Some
students said they did enjoy using it but found it annoying
sometimes because people messed about for ages, some of the
equipment wouldnt work or their wasnt enough for everyone to
have. Overall, the students liked the SMART boards because it gave
47
everyone in the class a chance to answer or get involved. A few

students said they liked it because sometimes they struggled with
reading information of a sheet or board and the interactivity helped
them understand it more and because it can be much more visual.
It was also mentioned by most of the students that the best part
about it was that you didnt feel rushed to complete your work and
everyone could go at their own pace, but you seemed to get more
work done. Students also mentioned they enjoyed working together
in small groups on activities where they could ask their friends for
help and vice versa and mark each others work through different
apps.
4. Discuss with the students if/when they use any of the

equipment outside school
All the students I spoke to during the observations use some sort of
interactive device at home or outside of school. Most of these are
smart phones and some students used iPads or similar to use social
network, watch TV, online game or just generally search the
internet. I asked the students if they prefer to do their homework
through one of these devices, through the schools website and
some students said they did because it was just easier than sitting
down and doing work in your book, and it was much quicker. Other
students said they preferred to do homework in a book or on paper,
but did use some sort of device to do research.
Throughout all the lesson observations, I also considered how the teacher
implemented the equipment into the lesson and how effective it was.
There was a clear difference in teachers who had been trained or had
more experience using it, compared to teachers who were less
experienced or trained. Teachers who had more experience of using the
equipment implemented it in a smooth transition, from paper based to
iPad based activities. Whereas other less experienced teachers found it
difficult to complete a range of activities within one lesson.
48
Appendix H
Teacher Interview responses and main findings 7
6
5
4
3
Agree
Did not agree
N/A
Student participation observation key findings -
49
7
6
5
4
3
2
Agree
Did not agree
Appendix I
Exploring the viewpoints of students and teachers on the impact of

interactive technology on social and emotional development.
You are being invited to take part in a research study as part of my study for BA
Hons Childhood Studies at The University Centre Stockport College. Before you
decide, it is important for you to understand why the research is being done and
what it will involve. Please take time to read the following information carefully
and discuss it with others if you wish. Please ask if there is anything that is not
clear or if you would like more information. Take time to decide whether or not
you wish to take part.
50
Thank you for reading this.
What is the purpose of the study?
The purpose of my study is to explore the viewpoints students and teachers have
on interactive technology in regards to social and emotional development.
Why have I been chosen?
You have been chosen as a professional within the field of education to take part
in this study as your opinion will be valid within the researchers writing.
Do I have to take part?
There is no obligation for you to take part in this study.

purely on a voluntary basis.
Participation will be
What will happen to me if I take part?
If you do agree to take part, you will be asked to take part in a questionnaire and
observation to determine your views on the above mentioned topic.
Your name will not be recorded on any documentation. Nobody else will know
you are taking part in the study. If you are happy to take part, please complete
the attached permission form, which covers the observation and questionnaire.
What are the possible disadvantages and risks of taking part?
We do not consider that there are significant risks to taking part. Care will be
taken to ensure confidentiality and your anonymity throughout. The study will be
subject to a rigorous ethics procedure to ensure that you are not disadvantaged
in any way.
What are the possible benefits of taking part?
Possible benefits of taking part in this research are that you may have impact on
policies and procedures within the setting. It also enables you as a professional
to share your opinion and ask questions to the researcher about the research
topic.
What if something goes wrong?

51
Is something goes wrong or your become concerned, you should contact

Rebecca Schofield. Alternatively, you may contact the Dean of School of Applied
Social Sciences at The University Centre Stockport College. You may withdraw
from the project at any time without any prejudice to yourself. If you wish to
withdraw from the study, you may request any information already given be
withdrawn.
Will my taking part in the study be kept confidential?
Yes. All the data from the observations and questionnaires will be kept securely,
where the researcher can only access them. Your name and other participants
names will not be recorded on any of the documentation.
What will happen to the results of the research study?
As part of the research we are intending to analyse the data received in order to
explore the given question. This will be used to reflect on practice with a view to
developing positive experiences for students and teachers. The findings of the
project will be destroyed once the data has been analysed by the researcher.
Who is organising and funding the research?
N/A. This research does not require any funding.
Who may I contact for further information?
If you wish to find out more about the project itself, you can contact Rebecca
Schofield on 0781 811 8100.
Thank you for your interest in this research.
52
Consent form
Title of Project: Exploring the viewpoints of students and teachers on the
impact of interactive technology on social and emotional development.
Name of Researcher: Rebecca Schofield
Please initial box
1.
I confirm that I have read and understood the

participant information sheet for the above study and
have had the opportunity to ask questions.
2.
I understand that my participation is voluntary

and that I am free to withdraw at any time, without
giving any reason and without my professional work or legal
rights being affected.
53
3.
I give permission for my dialogue and views about the topic

to be recorded and to be used in publications following the
research study, and I understand that they will not be
used for any other purposes.
4.
I understand that any transcriptions or recordings will be securely

and anonymously stored according to the requirements of the
Data Protection Act.
5.
I agree to take part in the above study.
Name of Participant
_______________________
Name of Researcher
__Rebecca Schofield______
Date
___________
Signature
______________________
Date
____________
Signature
______________________
Appendix J
Exploring the viewpoints of students and teachers on the impact of

interactive technology on social and emotional development.
You are being invited to take part in a research study as part of my study for BA
Hons Childhood Studies at The University Centre Stockport College. Before you
decide, it is important for you to understand why the research is being done and
what it will involve. Please take time to read the following information carefully
and discuss it with others if you wish. Please ask if there is anything that is not
clear or if you would like more information. Take time to decide whether or not
you wish to take part.
54
Thank you for reading this.
What is the purpose of the study?
The purpose of my study is to explore the viewpoints students and teachers have
on interactive technology in regards to social and emotional development.
Why have I been chosen?
You have been chosen as a high school student to take part in this study as your
opinion will be valid within the researchers writing.
Do I have to take part?
There is no obligation for you to take part in this study.

purely on a voluntary basis.
Participation will be
What will happen to me if I take part?
If you do agree to take part, you will be asked to take part in a participants
observation to determine your views on the above mentioned topic.
Your name will not be recorded on any documentation. Nobody else will know
you are taking part in the study. If you are happy to take part, please complete
the attached permission form, which covers the participants observation.
What are the possible disadvantages and risks of taking part?
We do not consider that there are significant risks to taking part. Care will be
taken to ensure confidentiality and your anonymity throughout. The study will be
subject to a rigorous ethics procedure to ensure that you are not disadvantaged
in any way.
What are the possible benefits of taking part?
55
Possible benefits of taking part in this research are that you may have impact on
policies and procedures within the setting. It also enables you as a student to
share your opinion and ask questions to the researcher about the research topic.
What if something goes wrong?
Is something goes wrong or your become concerned, you should contact

Rebecca Schofield. Alternatively, you may contact the Dean of School of Applied
Social Sciences at The University Centre Stockport College. You may withdraw
from the project at any time without any prejudice to yourself. If you wish to
withdraw from the study, you may request any information already given be
withdrawn.
Will my taking part in the study be kept confidential?
Yes. All the data from the observations will be kept securely, where the
researcher can only access them. Your name and other participants names will
not be recorded on any of the documentation.
What will happen to the results of the research study?
As part of the research we are intending to analyse the data received in order to
explore the given question. This will be used to reflect on practice with a view to
developing positive experiences for students and teachers. The findings of the
project will be destroyed once the data has been analysed by the researcher.
Who is organising and funding the research?
N/A. This research does not require any funding.
Who may I contact for further information?
If you wish to find out more about the project itself, you can contact Rebecca
Schofield on 0781 811 8100.
Thank you for your interest in this research.
56
Consent form
Title of Project: Exploring the viewpoints of students and teachers on the
impact of interactive technology on social and emotional development.
Name of Researcher: Rebecca Schofield
Please initial box
6.
I confirm that I have read and understood the

participant information sheet for the above study and
have had the opportunity to ask questions.
7.
I understand that my participation is voluntary

and that I am free to withdraw at any time, without
giving any reason and without my professional work or legal
rights being affected.
57
8.
I give permission for my dialogue and views about the topic

to be recorded and to be used in publications following the
research study, and I understand that they will not be
used for any other purposes.
9.
I understand that any transcriptions or recordings will be securely

and anonymously stored according to the requirements of the
Data Protection Act.
10.
I agree to take part in the above study.
Name of Participant
_______________________
Name of Researcher
__Rebecca Schofield______
Date
___________
Signature
______________________
Date
____________
58
Signature
______________________

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Exploring the viewpoints of

students and teachers on the

and to recognise the importance these devices can have on childrens

comment on educational processes or phenomenas. Yates (2004) also

inexperienced in supporting children with the growing need of new

childrens cognitive and emotional, physical and social development.

it remains ethical. Initial consideration to any ethical issues has been

equipment. This approach will promote the viewpoints of students and

exploring students and teachers viewpoints which will be based on

methodology, that I have identified, is that it can uncover an extensive

the students, for confidentiality reasons, no names will be used

which use interactive technology to explore a range of opinions and

using data triangulation to increase the validity of my research findings

educational planners using technology as the primary source, and then

became apparent that interactive devices had an impact on children with

emotional development. Within my interviews with the teachers, Teacher

mention of difference in gender from the interviews with the teachers

whereby policies and procedures could be adapted to incorporate

trained in using the interactive equipment. Therefore, this could lead

open minded about my research project. This dedication has transferred

As a result of this ever changing, technological world it is important that

Word Count 8940

Cardon, T. (2012) Teaching caregivers to implement video modelling

Fook, J. (2001) Identifying expert social work: Qualitative practitioner

Klenke, K. (2008) Qualitative Research in the Study of Leadership. Bingley:

Norman, D.A. (1993) Things That Make Us Smart: Defending Human

Special Education Research Centre (SERC) (2012) Developing Fine Motor

1. How do the students respond when using interactive ICT

2. What effect does this have on the students participation

3. What are your views on the effect on students social and

4. Do you incorporate interactive equipment within your

Teacher 2 responses during interview.

1. How do the students respond when using interactive ICT

2. What effect does this have on the students participation

3. What are your views on the effect on students social and

4. Do you incorporate interactive equipment within your

1. How do the students respond when using interactive ICT

3. What are your views on the effect on students social and

4. Do you incorporate interactive equipment within your

1. How do the students respond when using interactive ICT

2. What effect does this have on the students participation

3. What are your views on the effect on students social and

4. Do you incorporate interactive equipment within your

1. How do the students respond when using interactive ICT

2. What effect does this have on the students participation

3. What are your views on the effect on students social and

4. Do you incorporate interactive equipment within your

1. How do the students respond when using interactive ICT

2. What effect does this have on the students participation

3. What are your views on the effect on students social and

4. Do you incorporate interactive equipment within your

1. Observe students reaction to using the equipment

2. Observe the students behaviour during the times when using

everyone in the class a chance to answer or get involved. A few

4. Discuss with the students if/when they use any of the

Did not agree

Student participation observation key findings -

Did not agree

Exploring the viewpoints of students and teachers on the impact of

Thank you for reading this.

What is the purpose of the study?

Why have I been chosen?