Contact
Sara Hennessy
University of Cambridge Faculty of Education
184 Hills Road, Cambridge, CB2 8PQ
Tel: 01223 767657
E-mail: sch30@cam.ac.uk
Publications
Downloads of papers arising from all of our team projects are available in Word or PDF format by clicking on links below. Note that Sara Hennessy's other publications are accessible from her main webpage at http://www.educ.cam.ac.uk/people/staff/hennessy/.
Presentations
Recent presentations from various projects are available in Prezi format at http://prezi.com/user/HennessyPrezis/
Research Projects
(The above two projects have their own websites)
Bridging practice and research into teaching and learning with technology (2007-2010)
Grant holder: Sara Hennessy
Funded by ESRC grant: RES-063-27-0081
This research set out to synthesise and disseminate the T-MEDIA project and prior work, aiming to consolidate and develop a distinctive line of empirical enquiry while theorising about the critical role of the secondary teacher in purposefully exploiting interactive whiteboards to support subject learning. (Further information)
Bridging between research and practice: Supporting professional development through collaborative studies of classroom teaching with interactive whiteboard technology. Sara Hennessy
Rotterdam: Sense Publishers (2014).
You can preview the first two chapters of the book or purchase it via this order form.
Developing interactive teaching and learning using the IWB: A resource for teachers
Sara Hennessy, Paul Warwick, Lloyd Brown, Diane Rawlins, & Caroline Neale (eds.)
Milton Keynes: Open University Press (2014).
An outline of the contents is available here; see also the free online resources. To purchase the book, use this order form.
Learning from international experiences with interactive whiteboards: The role of professional development in technology integration of in classroom teaching.
Sara Hennessy & Laura London
OECD Education Working Papers No. 89. Paris: OECD Publishing (2013). Available from http://tinyurl.com/OECDIWBS
Using the interactive whiteboard to support dialogue in the whole class context.
Sara Hennessy
In N. Pachler & M. Leask (eds.), Learning to Teach Using ICT in the Secondary School. Routledge (in press).
The role of digital artefacts on the interactive whiteboard in mediating dialogic teaching and learning.
Sara Hennessy
Journal of Computer-Assisted Learning (2011), 27 (6), 463-586, doi: 10.1111/j.1365-2729.2011.00416x
A dialogic inquiry approach to working with teachers in developing classroom dialogue.
Sara Hennessy, Paul Warwick, and Neil Mercer
Teachers College Record (2011), 113(9), 1906-1959. Available online
Promoting teaching and school development through co-enquiry: Developing interactive whiteboard use in a 'dialogic classroom'.
Paul Warwick, Sara Hennessy and Neil Mercer
Teachers and Teaching: Theory and Practice, (2011), 17(3), 303-324.
Using interactive whiteboards to orchestrate classroom dialogue.
Neil Mercer, Sara Hennessy and Paul Warwick
Technology, Pedagogy and Education (themed issue on interactive whole class technologies), (2010), 19(2), 195-209. Available online.
T-MEDIA: Exploring teacher mediation of subject learning with ICT: A multimedia approach (2005-2007)
Project team: Sara Hennessy and Rosemary Deaney
Funded by ESRC grant: RES-000-23-0825
This project examined how teachers promote student learning in secondary school subject lessons which incorporate the use of information and communications technology (ICT) resources. In particular, it focused on use of data projection technology and interactive whiteboards. The study developed a grounded account of the processes through which teachers mediate student activity. It focused on understanding how and why successful approaches work and exploring how other resources and activities are complementary to those supported by ICT.
The research took a case study approach that involved observing, videoing and interviewing practitioners in four subject areas (English, Mathematics, Science, History), over a unit of work lasting 6 lessons. Pupil perspectives were also sought through small group interviews with peer interviewers. Digital video data were analysed collaboratively by the researchers, the participating teacher and a teacher colleague in each case, and academic subject specialists also offered perspectives on the data. Central ideas embodied in socio-cultural theory were thereby iteratively recontextualised, refined and extended.
Analyses culminated in a multimedia portfolio for each teacher, plus grounded narrative accounts of themes emerging within and across cases. A presentation CD-ROM was produced for each of the four cases (plus one overarching) for dissemination to practitioners, teacher educators and the research community. These multimedia resources offer interactive examples of mediating learning with ICT, supported by commentary. They aim to stimulate thinking and debate about effective pedagogical approaches, rather than provide models of 'best practice'. The five resources are now freely available online too.
Interactive whiteboards in the science classroom.
Sara Hennessy
In D. Gunstone (Ed.) Encyclopedia of Science Education. Springer, 2015.
Using the interactive whiteboard to stimulate active learning in school science.
Sara Hennessy and Rosemary Deaney with Chris Tooley
In M. Thomas & E. Cutrim-Schmid (Eds.) Interactive Whiteboards: Theory, Research and Practice, 102-117. (2010), Hershey, PA: IGI-Global.
A case study of using multiple resources to teach straight line graphs
Rosemary Deaney and Sara Hennessy
In A. Oldknow & C. Knights (Eds.), Enhancing Mathematics with Digital Technologies, Chapter 3: Key pedagogical issues in embedding ICT in teaching and learning mathematics. Education and Digital Technology series: Anthony Adams & Sue Brindley.(2010, in press) Continuum International.
The impact of collaborative video analysis by practitioners and researchers upon pedagogical thinking and practice: A follow-up study.
Sara Hennessy and Rosemary Deaney
Teachers and Teaching: Theory and Practice, (2009), 15 (5), 617-638
This paper reports the subsequent impact of involvement in the T-MEDIA project on teachers' practice and thinking. Available online at: http://dx.doi.org/10.1080/13540600903139621
'Intermediate theory' building: Integrating multiple teacher and researcher perspectives through in-depth video analysis of pedagogic strategies.
Sara Hennessy and Rosemary Deaney
Teachers College Record, (2009), 111 (7), 1753-1795
This paper describes in detail the researcher-practitioner collaboration.
A case study of one teacher's use of the interactive whiteboard to support knowledge co-construction in the history classroom.
Rosemary Deaney, Arthur Chapman and Sara Hennessy
Curriculum Journal (2009), 20 (4), 365-387
Supporting professional development for ICT use in mathematics using the T-MEDIA multimedia resource.
Anne Bowker, Sara Hennessy, Mark Dawes & Rosemary Deaney
In Joubert, M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics, (2009), 29(1), 19-24.
Supporting professional development for ICT use in the secondary classroom using a multimedia resource: A Report to NCETM. (March 2008)
Sara Hennessy, Rosemary Deaney, Mark Dawes and Anne Bowker
This report describes the development and trialling of a toolkit to support departmental use of the professional development activities built into the T-MEDIA mathematics CD-ROM. Downloads available include Toolkit (1.3Mb) and Full Report (670 Kb)
Teacher mediation of subject learning with technology: A multimedia approach. Final Report to ESRC. (Sept. 2007)
Sara Hennessy and Rosemary Deaney
Downloads available include Executive Summary (1000 words), Main Report (5000+ words), Appendices (500 Kb), Figures (5 Mb)
Interactive CD-ROMs
Interactive Multimedia Resources: Available online here
Looking at collaborative interpretation of poetry with the interactive whiteboard in English: A resource to support reflection on classroom practice.
Looking at collaborative learning with the interactive whiteboard in history: A resource to support reflection on classroom practice.
Looking at mathematics teaching and learning with projection technology: A resource to support reflection on classroom practice. This mathematics resource is available online via the NCETM portal.
Using the interactive whiteboard to stimulate active learning in science: A resource to support reflection on classroom practice.
Collaborative case studies of teaching and learning with 'interactive' technologies in the secondary classroom: A resource to support reflection on classroom practice. (contains excerpts and themes from all subject cases) This Across-subjects resource is available online via the NCETM portal.
Downloads of the teaching resources used in each of the resources are available at https://www.ncetm.org.uk/ncetm/t_med_cross_subject.
The CD-ROMs and a 2-disc DVD compilation pack are available at cost price from the authors Sara Hennessy and Rosemary Deaney. They include video clips, commentary, built-in points for discussion and reflection by viewers, and suggested alternative approaches. Click here to download an order form for T-MEDIA CDs.
SET-IT: Situated Expertise in Technology-Integrated Teaching (Mathematics and Science) (2002-2004)
Project team: Kenneth Ruthven, Sara Hennessy and Rosemary Deaney
Funded by ESRC grant: R000239823
The research set out to elicit knowledge from expert secondary school teachers concerning how they integrate use of information and communication technologies (ICT) into secondary mathematics and science teaching and learning. The main aim was to identify and analyse expert practice in depth in order to characterise successful strategies which have evolved for using ICT to support subject teaching - and what it is that makes them effective. This includes examining the role of the teacher, the rationale behind task design and the different kinds of support offered to students during lessons, teacher strategies for exploiting the opportunities and circumventing the constraints which the technology introduces, examples of successful learning, and students perspectives and goals.
Building upon recommendations from external sources, and focus groups interviews in 21 departments, exemplary cases of established teaching practices were identified and documented. These involved 18 teachers in 11 schools and used lesson observations plus follow-up teacher and pupil interviews to characterise pedagogic strategies in five areas: computer simulation, interactive whiteboard use, data capture and analysis in Science; dynamic geometry and function graphing activities in Mathematics. In the final phase we conducted analyses across the cases within each practice in order to identify pedagogical themes and principles which might generalise to a wider range of new situations.
SET-IT Final Report submitted to ESRC (2004)
Kenneth Ruthven, Sara Hennessy and Rosemary Deaney.
Downloads:
- Set-itSummary.doc Set-itSummary.pdf
- Set-itFullReport.doc Set-itFullReport.pdf
- 041Annexes.doc 041Annexes.pdf
Pedagogical Strategies for Using the Interactive Whiteboard to foster learner participation in school science
Sara Hennessy, Rosemary Deaney, Kenneth Ruthven & Mark Winterbottom
Author Posting. © Taylor & Francis, 2007. This is the author's version of the work. It is posted here by permission of Taylor & Francis for personal use, not for redistribution. The definitive version was published in Learning Media and Technology, 32 (3), 283-301. http://dx.doi.org/10.1080/17439880701511131
Downloads: LMT_IWB.doc LMT_IWB.pdf
Using graphing software to teach about algebraic forms: A study of technology-supported practice in secondary-school mathematics.
Kenneth Ruthven, Rosemary Deaney and Sara Hennessy
Educational Studies in Mathematics (2009), 71 (3), 279-297
Constructions of dynamic geometry: A study of the interpretative flexibility of educational software in classroom practice.
Kenneth Ruthven, Sara Hennessy and Rosemary Deaney
Computers and Education, 51 (1), 297-317. Available online at: dx.doi.org/10.1016/j.compedu.2007.05.013
Pedagogical Approaches for Technology-integrated Science Teaching
Sara Hennessy, Jocelyn Wishart, Denise Whitelock, Rosemary Deaney, Richard Brawn, Linda la Velle, Angela McFarlane, Kenneth Ruthven & Mark Winterbottom
Computers and Education, (2007) 48 (1) 137-152.
Available online at: http://dx.doi.org/10.1016/j.compedu.2006.02.004
Downloads: PedScT.doc PedScT.pdf
Situated Pedagogy for Integrating Use of Multimedia Simulation Into Secondary Science Teaching
Sara Hennessy, Rosemary Deaney and Kenneth Ruthven
International Journal of Science Education, (2006) 28 (7) 701-732
Integrating technology into teaching and learning of school science: a situated perspective on pedagogical issues in research.
Sara Hennessy
Studies in Science Education, (2006) 42 1-48.
Teachers' strategies for making effective use of data logging in secondary science lessons.
Rosemary Deaney, Sara Hennessy and Kenneth Ruthven
School Science Review, 2006, 88 (323), 103-110.
SET-IT Science results disseminated to teachers:
Technology-integrated Science Teaching: Exploiting Affordances and Adapting to Constraints.
Sara Hennessy, Rosemary Deaney & Kenneth Ruthven (2005).
Incorporating dynamic geometry systems into secondary mathematics education: didactical perspectives and practices of teachers (Draft paper).
Kenneth Ruthven, Sara Hennessy & Rosemary Deaney.
Downloads: BERA04_DGS.doc
Current practice in using dynamic geometry to teach about angle properties
Kenneth Ruthven, Sara Hennessy and Rosemary Deaney.
Micromath (2005) 21 (1), pp 9-13
Downloads: M_DGS1.doc M_DGS1.pdf
Expanding current practice in using dynamic geometry to teach about angle properties
Kenneth Ruthven.
Micromath (2005) 21 (2), pp 26-30
Downloads: M_DGS2.doc M_DGS2.pdf
WARPICT: Developing warranted practice in the use of Information and Communication Technology (ICT) to support subject teaching and learning in the secondary school (2000-2002)
Project team: Kenneth Ruthven, Sara Hennessy, Sue Brindley and Rosemary Deaney
Funded by the Wallenberg Research Centre for the Improvement of Education
This collaborative project was organised within a research partnership between the University of Cambridge Faculty of Education and a group of secondary schools who committed themselves to exploring the contribution that research ideas and processes can make to improving education. The project aimed to develop warranted practice in using ICT to support subject teaching and learning, by articulating the rationale, analysing the operation, and assessing the impact of technology-integrated pedagogical strategies. The project had three phases, as follows:
Phase 1: The aim of this exploratory phase was to take stock of current practices and perspectives within the contributing schools so as to identify promising areas for the work of later phases. Focus group interviews were conducted with the English, Mathematics and Science departments of six schools, and with groups of students in years 8, 10 and 12.
Phase 2: The aim of this developmental phase was to investigate exemplars of a range of Technology-integrated Pedagogical Strategies (TiPS) identified as good or promising practice in using ICT to support subject teaching and learning. Working individually or in pairs, and supported by the university team, 19 teacher-researchers in the participating schools examined the operation of such strategies in their own classrooms over the school year, with the support of funding from the DfES Best Practice Research Scholarships scheme.
Phase 3: The aim of this summarising phase was to develop an overarching analysis of the cases studied during the preceding phase; analysis draws on evidence gathered by the project team through classroom observations and stimulated-recall interviews and also on teacher-researchers case reports. The overarching analysis focuses on the practical theories through which teachers expressed rationales for their pedagogical strategies and on these pedagogical strategies in operation.
Publications arising from Phase 1
Teacher representations of the successful use of computer-based tools and resources in secondary-school English, Mathematics and Science
Kenneth Ruthven, Sara Hennessy and Sue Brindley
Teaching and Teacher Education (2004), 20 (3) 259-275
Available online at: http://dx.doi.org/10.1016/j.tate.2004.02.002
Downloads: WP041.doc WP041.pdf
Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution and change
Sara Hennessy, Kenneth Ruthven and Sue Brindley
Journal of Curriculum Studies (2005) 37 (2) 155-192
Downloads: WP042.doc WP042.pdf
A practitioner model of the successful use of computer-based tools and resources to support mathematics teaching and learning
Kenneth Ruthven & Sara Hennessy
Educational Studies in Mathematics (2002), 49 (1) 47-88
Available online at: http://dx.doi.org/10.1023/A:1016052130572
Downloads: WP021.doc WP021.pdf
Successful ICT use in secondary Mathematics - a teacher perspective
Kenneth Ruthven and Sara Hennessy
Micromath (2003) 19/2, 20-24
Available online at: http://www.atm.org.uk/journals/micromath/articles/
Downloads: WP031.doc WP031.pdf
Pupil perspectives on the contribution of information and communication technology to teaching and learning in the secondary school
Rosemary Deaney, Kenneth Ruthven and Sara Hennessy
Research Papers in Education (2003), 18 (2) 141-165
Available online at: http://taylorandfrancis.metapress.com/link.asp?id=n6jmtgqnyc92qerf
Downloads: WP032.doc WP032.pdf
Publications arising from Phases 2 and 3
Emerging teacher strategies for mediating technology-integrated instructional conversations: a sociocultural perspective
Sara Hennessy, Rosemary Deaney and Kenneth Ruthven
The Curriculum Journal (2005) 16 (3), pp 265-292
Abridged version of above article (disseminated to schools) Emerging teacher strategies for supporting subject teaching and learning with ICT
Sara Hennessy, Rosemary Deaney and Kenneth Ruthven (2005)
Downloads: TiPS0521.docTiPS0521.pdf
Teachers' developing 'practical theories' of the contribution of information and communication technologies (ICT) to subject teaching and learning: an analysis of cases from English secondary schools
Rosemary Deaney, Kenneth Ruthven and Sara Hennessy
British Education Research Journal (2006) 32 (3) pp 459-480
Downloads: PT051.doc PT051.pdf
Incorporating Internet resources into classroom practice: pedagogical perspectives and strategies of secondary-school subject teachers
Kenneth Ruthven, Sara Hennessy and Rosemary Deaney
Computers & Education (2005) 44/1 pp 1-34
Available online at: http://www.sciencedirect.com/science/journal/03601315
Downloads: TiPS041.doc C&E_051.pdf
Abridged version of the above article, presented at the annual conference of the British Educational Research Association (BERA), Manchester, September 2004
Downloads: TiPS053.doc TiPS053.pdf
I ncorporating Internet resources into secondary school teaching
Kenneth Ruthven, Sara Hennessy and Rosemary Deaney
Research Intelligence (2005) 90/91
Downloads: RH&D_RI.doc RH&D_RI.pdf
Pedagogic strategies for using ICT to support subject teaching and learning: An analysis across 15 case studies
Sara Hennessy, Rosemary Deaney and Kenneth Ruthven
University of Cambridge Faculty of Education Research Report 03/1(2003)
Downloads:
Sustainability and Evolution of ICT-supported Classroom Practice (2003-2004)
Project team: Sara Hennessy and Rosemary Deaney
Funded by a Becta Research Bursary
This project was a follow up survey of 16 teachers who participated in the TiPS project during 2000-2001. The study investigated how teachers had developed and disseminated their practices over time and identified factors that had supported or constrained them. Accounts were also solicited from colleagues within relevant subject departments who had taken up approaches developed during the projects; school research co-ordinators were interviewed to gain a wider view of initiatives or changes that had taken place within each school over the last three years.
All of the participating teachers had sustained the practices they initiated during the original project; these were found to be evolving over time and spreading to colleagues. Mechanisms underlying development and dissemination included trial and improvement of pedagogic strategies, sharing resources, proactive colleague support and integration into schemes of work. Three broad groups of inter-related factors of influence were identified: a) organisational factors including access to technology; change in personnel, school status or technology provision; ICT development in relation to whole school priorities; time; and curriculum requirements; b) motivational factors including teachers technology skills and experience, and confidence or affinity with a particular approach; c) pedagogical factors including perceived success in terms of pupil learning and effects on pupil motivation.
Full report available at:
http://www.becta.org.uk/research/research.cfm?section=1&id=4821
Abridged version of report:
Downloads: SAE041.doc SAE041.pdf
Sustainability, Evolution and Dissemination of ICT-supported Classroom Practice br /> Rosemary Deaney and Sara Hennessy
Research Papers in Education, 2007, 22 (1), 65-94.
http://www.informaworld.com/smpp/content~db=all~content=a772825447