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What the research tells usResearch indicates that to implement ICT successfully in their classrooms teachers must ...understand what visual literacy is and rethink what learning to read and write means in the 21st century. (Goodwyn et al 1997; Reid et al, 2002) The research also indicates that ICT is most effective when embedded in the curriculum, and integrated into units of work (Dickinson, 1998). English teachers can maximize the impact of ICT in their classrooms by ensuring that they and their students use ICT as an integral part of lessons, present ideas dynamically, and use a range of media. (Becta, 2006). ICT should be integrated in such a way as to require purposeful application and meaningful engagement with the technology. For example:while pupils are using a desk top publishing package to create a school newspaper they are also developing their ability to communicate more effectively. This provides both a context and a meaning for the ICT activity. Taking the IT out of context and teaching IT skills separately, not only decontextualises ICT but also places additional burdens on curriculum time. The use of ICT therefore should be a meaningful part of an activity where it is used to consolidate or extend pupils' learning. (Lewisham ICT Training for Teachers,2006)To implement ICT successfully in their classrooms teachers also need to:identify how ICT can be used to meet specific objectives within the English curriculum to improve pupils attainment (Moseley et al,1999)understand that successful use of ICT depends on other factors such as pupils’ work in the classroom away from the computer, discussions between pupils and between pupils and their teacher, and the ways in which pupils interact with each other at the computer (Mc Cormick and Scrimshaw,2001 cited in Becta, 2005)

Thus, the goal of this study is to investigate the relative effectiveness of whiteboard animations on retention and subjective experiences of enjoyment, engagement, attention and challenge compared to more common and less costly instructional materials

Overall, we found significant positive effects of the use of whiteboard animation in conveying physics lessons

While encouraging, these findings suffer from some shortcomings: the lessons are all in one topic area, and the narration is, from the outset, conceived with animation accompaniment in mind, which may unfairly represent the other formats. This is a general enigma of media comparison studies; if you use the same material in all contexts, it may skew in favor of the context for which it was originally designed. If you don’t use the same material you cannot guarantee uniformity of experience.

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