Using Interactive Whiteboards to Orchestrate Classroom Dialogue
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| Title: | Using Interactive Whiteboards to Orchestrate Classroom Dialogue |
|---|---|
| Language: | English |
| Authors: | Mercer, Neil, Hennessy, Sara, Warwick, Paul |
| Source: | Technology, Pedagogy and Education. Jul 2010 19(2):195-209. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Elementary Secondary Education Middle Schools Postsecondary Education Secondary Education |
| Descriptors: | Foreign Countries, Teacher Student Relationship, Elementary School Teachers, Middle School Teachers, Secondary School Teachers, History Instruction, Case Studies, Workshops, Inservice Teacher Education, Educational Technology, Visual Aids, Interaction, Instructional Design, Computer Assisted Instruction, Video Technology, Teaching Methods, Class Activities, Instructional Effectiveness, Educational Policy, Classroom Communication, Protocol Materials, Interviews |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1080/1475939X.2010.491230 |
| ISSN: | 1475-939X |
| Abstract: | This paper focuses on the use of interactive whiteboards (IWBs) as a tool for encouraging and supporting classroom dialogue. The authors' concern here is with the promotion of "dialogic" communication between teachers and students, which is now widely recognised as educationally valuable. In this study they investigated how teachers could use the "technical interactivity" of the IWB to support "dialogic interactivity". The design of the study was predicated upon a partnership between the authors and three UK (primary, middle school and secondary) teachers of 8- to 14-year-olds; examples of practice reported here derive mainly from secondary history. Outcomes include illustrative examples of teachers' effective strategies for using the IWB for orchestrating dialogue. Implications for teachers' initial training and professional development are considered. (Contains 3 figures.) |
| Abstractor: | As Provided |
| Number of References: | 37 |
| Entry Date: | 2010 |
| Accession Number: | EJ893329 |
| Database: | ERIC |
| Abstract: | This paper focuses on the use of interactive whiteboards (IWBs) as a tool for encouraging and supporting classroom dialogue. The authors' concern here is with the promotion of "dialogic" communication between teachers and students, which is now widely recognised as educationally valuable. In this study they investigated how teachers could use the "technical interactivity" of the IWB to support "dialogic interactivity". The design of the study was predicated upon a partnership between the authors and three UK (primary, middle school and secondary) teachers of 8- to 14-year-olds; examples of practice reported here derive mainly from secondary history. Outcomes include illustrative examples of teachers' effective strategies for using the IWB for orchestrating dialogue. Implications for teachers' initial training and professional development are considered. (Contains 3 figures.) |
|---|---|
| ISSN: | 1475-939X |
| DOI: | 10.1080/1475939X.2010.491230 |
