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1.
Embedding interactive whiteboards in teaching and learning: The process of change in pedagogic practice 总被引：2，自引：0，他引：2
Cathy Lewin Bridget Somekh Stephen Steadman 《Education and Information Technologies》2008,13(4):291-303
This paper draws on research carried out for the UK government during 2004–2006 to evaluate the impact of interactive whiteboards
for teaching and learning in primary schools in England. Multilevel modelling showed positive gains in literacy, mathematics
and science for children aged 7 and 11, directly related to the length of time they had been taught with an interactive whiteboard
(IWB). These gains were particularly strong for children of average and above average prior attainment. Classroom observations,
together with teacher and pupil interviews, were used to develop a detailed account of how pedagogic practice changed. Results
from the multilevel modelling enabled the researchers to visit the classrooms of teachers whose pupils had made exceptional
progress and seek to identify what features of pedagogy might have helped to achieve these gains. It was also possible to
examine possible reasons for the lack of impact of IWBs on the progress of low prior attainment pupils, despite their enthusiasm
for the IWB and improved attention in class. The IWB is an ideal resource to support whole class teaching. Where teachers
had been teaching with an IWB for 2 years and there was evidence that all children, had made exceptional progress in attainment
in national tests, a key factor was the use of the IWB for skilled teaching of numeracy and literacy to pairs or threesomes
of children. Young children with limited writing skills, and older pupils with special educational needs are highly motivated
by being able to demonstrate their skills and knowledge with the tapping and dragging facilities of the IWB. These effects
are greatest when they have the opportunity, individually or in small groups, for extended use of the IWB rather than as part
of whole class teaching. The IWB is in effect a mediating artefact in interactions between teacher and pupils, and when teachers
use an IWB for a considerable period of time (at least 2 years), teachers learn how to mediate the greatly increased number
of possible interactions to best aid pupils’ learning. The IWB’s use becomes embedded in their pedagogy as a mediating artefact
for their interactions with their pupils, and pupils’ interactions with one another, and this is when changes in pedagogic
practice become apparent. 相似文献
2.
Gary Beauchamp 《Technology, Pedagogy and Education》2013,22(3):327-348
abstract The growing use of the interactive whiteboard (IWB) in primary school teaching forms part of a number of initiatives within the schools of the United Kingdom to develop the use of information and communications technology (ICT) in teaching and learning. The IWB presents both challenges and opportunities to teachers, particularly in terms of staff development and training. This study uses classroom observation and semi-structured interviews with teachers now working in a recently built, technology-rich primary school to develop a generic progressive framework and developmental model for schools introducing the IWB. This framework can be used to assess and guide teacher progress on the continuum towards becoming a ‘synergistic user’. As teachers make this transition there is a fundamental requirement to adopt an interactive teaching style, alongside the gradual development of specific ICT skills. The study also examines implications for teacher education and training for schools, both prior and subsequent to the introduction of the IWB into classroom use. These include specific technical and pedagogical competencies which need to be addressed for effective interactive use of the IWB in classroom teaching 相似文献
3.
The findings of the research literature about the necessity and contribution of Interactive Whiteboards (IWB) are not unequivocal and are sometimes contradictory. The study aimed to examine the interactive attributes in lessons with an IWB and the students’ attitudes. Methodical structured observations of 26 science lessons were conducted in elementary schools in Israel. The results showed that the teachers frequently used the diverse IWB tools, but most of the learning took place in frontal, whole class learning. Most of the interaction was under the teacher’s control and the dialogic interaction was limited. The attitudes of 62 pupils showed that despite already studying with an IWB for five years, their enthusiasm did not wane. They even claimed, in contrast to the observation findings, that the IWB contributed to active learning and interaction in the class. The research findings raise fundamental questions regarding the place of the IWB in promoting interaction in the class and on the necessity to promote the teacher’s pedagogic concept in order to increase class interaction. 相似文献
4.
This paper reports on the second phase of a joint teacher/researcher project that explored teachers’ understandings of the potential of the interactive whiteboard (IWB) as a tool for primary school children’s collaborative group work. By examining teachers’ written analyses and discussions of work carried out in their own classrooms, the paper seeks to contribute to the debate about the ways in which the use of IWBs can contribute to changes in pedagogy. It highlights the interrelationships between collaborative learning and factors identified as important in the research carried out by teachers, amongst them the children’s technical skills and confidence, the mediating role of the teacher, the IWB affordances for knowledge‐building and the teachers’ own knowledge, attitudes and professional development. The paper also provides an account of how participation by the teachers in a course with Faculty staff, focused on the collaborative co‐construction of knowledge related to learning and to classroom research grounded in the values and principles of socio‐cultural theory, supported changes in pedagogic practice. 相似文献
5.
Damian Maher 《Technology, Pedagogy and Education》2013,22(1):137-152
Much of the research conducted on the use of interactive whole-class technologies in primary school classroom focuses on teacher-to-student interactions. This paper, drawing on a social theory of learning, reports on a qualitative case study undertaken with two primary school classes in one school in New South Wales, Australia where the interactive whiteboard (IWB) was used. Here the focus of the lessons was on literacy where students were learning to write reviews. The results of the study demonstrate that the use of the IWB can provide for learning in a whole-class setting where interactions between students feature. Consequently, the teacher is able to take on a facilitator’s role. 相似文献
6.
This research explored the stimulation of mathematics understanding and learning in an Interactive Whiteboard (IWB) environment. IWB affordances appear to be best used when mathematical tasks engage students in mathematical reasoning and when all students are involved in the discussion. The intent of this project was to design and implement, together with a small group of teachers, a series of lessons for the purpose of developing a useful framework for effective IWB use. In a first phase, the potential of the IWB in pursuing high-level mathematical tasks and promoting classroom interactivity was discussed in depth by the teachers and the researchers. Lessons were also planned in detail. In a second phase, the planned lessons were taught in the presence of the researchers, audiotaped and subsequently analysed by the researchers and teachers. The analyses highlighted the usefulness of the IWB in (a) improving high-level mathematical tasks and (b) creating a dialogic interactive discourse for better mathematical understanding and learning. Two main patterns in productive IWB use emerged from the study. The first pattern was that the IWB promoted problem-solving activities through intensive use of geometrical or other mathematical software. The second pattern was using the IWB as a notepad with links to external sources, geometrical and other mathematical constructions, problems and activities, which the teacher, in collaboration with the students, ‘tailors’ following a thread. For both patterns, developing a strong synergy between the IWB affordances and students’ interaction with it seemed critical. The IWB appears to be a powerful tool that allows students and teachers to alternate between different points of view and different visualisations of the same topic. 相似文献
7.
This self-study of teacher education practices examines the processes of developing a pedagogy of teacher education. Drawing on multiple data sources (video and audio, reflective diary, and focus groups), we used concepts from rhizomatics to explore the question, “How does a teacher educator negotiate his learning and practice as he develops a pedagogy of teacher education?” We explicate the complexity of teacher education learning by showing how a conflux of interactive elements co-produce a teacher educator’s practice. This encourages us to introduce the metaphor of “orchestration” as a way of conceptualizing teacher educator practice and pedagogy. 相似文献
8.
Renato Schibeci Judith MacCallum Wendy Cumming‐Potvin Cal Durrant Barry Kissane Erica‐Jane Miller 《Learning, Media and Technology》2008,33(4):313-327
Teachers have a central role in developing new learning models in schools. This paper describes a study that explored teachers’ confidence and competence in using Information and Communication Technologies (ICT) as they participated in an ICT development project conducted by an Australian education system in 12 primary schools. The project aimed to develop ICT integrated teaching practices by providing in‐class equipment and teacher professional development in ICT use, curriculum development and teaching strategies. The study used qualitative data from teacher records of Professional Development and Action Learning to identify three of four stages proposed to describe teachers’ ICT learning. Teachers moved from gaining basic ICT skills, to conducting ICT‐focused lessons and eventually appropriate ICT integration. Teachers who progressed to the third stage were able to exploit additional learning opportunities and begin to make fundamental changes to their pedagogy, but needed more time to reach the final stage of challenging existing pedagogical structures. 相似文献
9.
Interactive whiteboards (IWBs) have rapidly become an integral feature of many classrooms across the UK and elsewhere, but debate continues regarding the pedagogical implications of their use. This article reports on an in-depth case-study from the wider T-MEDIA project (Teacher Mediation of Subject Learning with ICT: a Multimedia Approach). A key aim of the study was to draw upon sociocultural perspectives to develop a shared, grounded theoretical account of the processes through which teachers mediate subject learning incorporating use of the IWB and other resources. A series of six history lessons with a class of pupils aged 12–13 was videoed and analysed collaboratively by a university research team, the teacher, one of his colleagues and an academic subject specialist. We identify an emerging emphasis upon interdependent learning relationships in the classroom and illustrate how this particular teacher harnessed IWB technology to support a dialogic approach to knowledge construction in history. Strategies included communicating and developing complex ideas and modelling historical thinking processes through use of multiple digital resources; collaborative annotation of images and texts; spotlighting and reveal tools for focusing; and ‘drag and drop’ for classification activities. Revisiting annotated slides served to draw on shared experience. 相似文献
10.
In recent decades, the interactive whiteboard (IWB) has become a relatively common educational tool in Western schools. The IWB is essentially a large touch screen, that enables the user to interact with digital content in ways that are not possible with an ordinary computer-projector-canvas setup. However, the unique possibilities of IWBs are rarely leveraged to enhance teaching and learning beyond the primary school level. This is particularly noticeable in high school physics. We describe how a high school physics teacher learned to use an IWB in a new way, how she planned and implemented a lesson on the topic of orbital motion of planets, and what tensions arose in the process. We used an ethnographic approach to account for the teacher’s and involved students’ perspectives throughout the process of teacher preparation, lesson planning, and the implementation of the lesson. To interpret the data, we used the conceptual framework of activity theory. We found that an entrenched culture of traditional white/blackboard use in physics instruction interferes with more technologically innovative and more student-centered instructional approaches that leverage the IWB’s unique instructional potential. Furthermore, we found that the teacher’s confidence in the mastery of the IWB plays a crucial role in the teacher’s willingness to transfer agency within the lesson to the students. 相似文献
11.
A 20-week classroom-based study was conducted to investigate the extent to which a computerized learning environment could facilitate students' development of higher-level thinking skills associated with scientific inquiry. In two classes students' interactions with a scientific data base—Birds of Antarctica—were closely monitored, and the mediating roles of the teachers' epistemologies were examined. Interpretive data were generated and analyzed in relation to a constructivist perspective on learning. In the class where the teacher implemented a constructivist-oriented pedagogy, students took advantage of enhanced opportunities to generate creative questions and conduct complex scientific investigations. These higher-level thinking skills were much less evident in the class in which a more transmissionist-oriented pedagogy prevailed. The results of the study suggest that it is not the computer itself that facilitates inquiry learning; the teacher's epistemology is a key mediating influence on students' use of the computer as a tool of scientific inquiry. 相似文献
12.
Stijn Van Laer Gary Beauchamp Jozef Colpaert 《Education and Information Technologies》2014,19(2):409-423
Interactive Whiteboards (IWBs) are a relatively new, but increasingly more common, tool in the classrooms of Flemish Secondary schools. This paper reports on research which attempted to map not only the amount of IWB use in Flemish secondary schools but, perhaps more importantly, to assess how they are used and the progress of teachers in developing their IWB skills in the classroom. An online quantitative survey was conducted, based on a detailed IWB transition framework. The survey (n?=?433) identified the distribution and usage levels of the IWB by teachers in Flemish Secondary Education. The results show that the distribution of IWBs is affected by the educational network to which a teacher belongs. In terms of the level of IWB use, teachers classified themselves predominantly in the first two stages of the transition framework (Black/Whiteboard Substitute and Apprentice use). This would suggest that teachers in Flemish Secondary Education have been initiated (in a technological sense) in using the IWB and are beginning to initiate (in a pedagogic sense) wider usage, including incorporating pupil use of the IWB. In this process, however, teachers appeared to be more confident in technical use of the ICT skills, but less confident in developing new pedagogic approaches which may exploit the full potential of the IWB. 相似文献
13.
《British Educational Research Journal》2006,32(3):443-457
The study set out to investigate the impact of interactive whiteboards (IWBs) on teacher—pupil interaction at Key Stage 2 in the teaching of literacy and numeracy. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample of primary teachers. A total of 184 lessons were observed over a two‐year period. Using a computerised observation schedule, teachers were observed in literacy and numeracy lessons, with and without an IWB. The findings suggest that IWBs appear to be having some impact on the discourse moves used in whole class teaching, but this impact is not as extensive as that claimed by the advocates of IWBs. Lessons which used IWBs had a faster pace and less time was spent on group work. The implications of the findings for classroom pedagogy, teachers' professional development and future research priorities are considered. 相似文献
14.
Paul Drijvers Michiel Doorman Peter Boon Helen Reed Koeno Gravemeijer 《Educational Studies in Mathematics》2010,75(2):213-234
The availability of technology in the mathematics classroom challenges the way teachers orchestrate student learning. Using
the theory of instrumental orchestration as the main interpretative framework, this study investigates which types of orchestrations
teachers develop when using technology and to what extent these are related to teachers’ views on mathematics education and
the role of technology therein. Data consisted of videotapes of 38 lessons taught by three teachers, who also provided information
on their views through questionnaires and interviews. Qualitative analysis of these data led to the identification of orchestration
types and teacher profiles. The orchestration preferences of the three teachers proved to be related to their views. A detailed
analysis of one exemplary episode suggests how other theoretical perspectives might complement the theory of instrumental
orchestration. 相似文献
15.
Elizabeth H. Mohon 《Learning, Media and Technology》2008,33(4):301-312
This case study investigates how the use of an interactive whiteboard (IWB) leads to pedagogical change within a UK secondary school classroom. A teacher’s experiences as recorded in a reflective journal, and the responses of students as recorded in a questionnaire, are set within the context of rhetoric about the value of IWBs. It is argued that this action research approach is particularly valuable because of the insights a teacher has on the complexities of the classroom environment. Assumptions about the way in which IWBs should (and do) change the dynamics of interactivity within the classroom are considered by questioning the definition of terms such as ‘interactive’ and ‘pace’. The case study concludes that if a teacher understands and utilises appropriate strategies to meet given learning objectives, pedagogical change will emerge, with teachers empowered by the IWB to consider how learning takes place, and match activities to learners’ needs. However, IWB use will be within the context of the philosophy of the teacher and how much he or she wants to pursue new ideas in order to support learning. 相似文献
16.
Ewa Skantz Åberg 《International Journal of Early Years Education》2017,25(1):72-88
This empirical study investigates what activities emerge when six-year olds are instructed to create narratives with an interactive whiteboard (IWB). A detailed analysis is provided of what the participants are oriented towards in the activity, and further what aesthetic judgements are used and their role in the evolving activity. Theoretically, the study builds on a sociocultural perspective on learning and Dewey’s (1934–80. Art as Experience. New York, NY: Perigee Books) philosophy on aesthetic experience. The empirical data consist of video recordings of six technology-mediated story-making activities in a preschool class. The findings show that even when the teacher attempts to scaffold narrative learning, the children direct their attention foremost to the visual arts, which occasionally lead to the participants’ insufficient intersubjectivity. This finding is explained with reference to the inherent design of the IWB. Furthermore, the participants frequently use aesthetic judgements on both actions and the created visual objects. The judgements turn out to constitute directives in terms of leading the activities forward and, importantly, being indicators of the children’s learning. 相似文献
17.
Terry Atkinson 《欧洲师范教育杂志》1997,20(1):101-106
This paper considers the traditional pedagogies underpinning the use of technology in order to deliver learning in educational settings and the lessons that can be drawn for the case of teacher education. It then considers the pedagogy of teacher education itself in order to propose an integrated pedagogical model for the delivery of teacher education by means of the new technologies. It concludes with the view that technology can and should be applied to teacher education but that this might best be viewed as an evolutionary process rather than a revolutionary one. 相似文献
18.
Eastern philosophies of education such as Confucianism and Taosim advocate the use of silence in the teacher–pupil tradition of pedagogy. We investigate contemporary classrooms in Korea, and study whether teachers in Korea today incorporate this method implicitly or explicitly in their classrooms. Empirical data in the form of video-taped classroom lessons and the analysis of the videos reveal the learning paradoxes that arise from a rote adherence to constructivism by teachers that are trained within a larger Confucian society. 相似文献
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20.
This paper uses cultural historical activity theory to examine the interactions between the choices primary teachers make in the use of practical activities in their teaching of science and the purposes they attribute to these; their emotions, background and beliefs; and the construction of their identities as teachers of science. It draws on four case studies of science lessons taught over a term by four exemplary teachers of primary science. The data collected includes video recordings of science lessons, interviews with each teacher and some of their students, student work, teachers?? planning documents and observation notes. In this paper, we examine the reflexive relationship between emotion and identity, and the teachers?? objectives for their students?? learning; the purposes (scientific and social) the teachers attributed to practical activities; and the ways in which the teachers incorporated practical activities into their lessons. The findings suggest that it is not enough to address content knowledge, pedagogy and pedagogical content knowledge in teacher education, but that efforts also need to be made to influence prospective primary teachers?? identities as scientific thinkers and their emotional commitment to their students?? learning of science. 相似文献