Struggling to Move Beyond Projection: A Case Study of Instructional Use of an Interactive White Board in Elementary Social Studies

Autor/in	Sheffield, Caroline C.
Titel	Struggling to Move Beyond Projection: A Case Study of Instructional Use of an Interactive White Board in Elementary Social Studies
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 15 (2015) 4, S.541-567 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Case Studies; Bulletin Boards; Visual Aids; Educational Equipment; Educational Technology; Interactive Video; Social Studies; Technology Uses in Education; Teaching Methods; Focus Groups; Grade 5; Elementary School Teachers; History Instruction; Student Centered Learning; Technology Integration; Pedagogical Content Knowledge; Learner Engagement; Qualitative Research; Statistical Analysis; Interviews; Observation; Kentucky + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Wandzeitung; Anschauungsmaterial; Ausrüstung; Unterrichtsmedien; Interaktives Video; Gemeinschaftskunde; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; History lessons; Geschichtsunterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Pädagogische Kompetenz; Qualitative Forschung; Statistische Analyse; Interviewing; Interviewtechnik; Beobachtung
Abstract	Interactive whiteboards (IWBs) are increasingly prevalent in U.S. classrooms. Yet, little is known about how this tool is being used to teach social studies. This case study through classroom observations, interviews, and student focus groups examines how two fifth-grade teachers use the IWB to teach U.S. history. The data indicate that when the teachers were observed utilizing an IWB in their social studies instruction, they shifted away from the student-centered instructional practices observed when they did not use the device. Their IWB-centered instruction was teacher centered, utilizing the device predominantly for projection. This trend is likely due to a lack of confidence in how to integrate the IWB technology with social studies pedagogy, as well as a perceived lack of ready-made social studies materials for the IWB. Hammond and Manfra's (2009) giving-prompting-making model of technology-based social studies pedagogy was used to frame the teachers' instructional practice. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01