Interactive Whiteboards and All that Jazz: The Contribution of Musical Metaphors to the Analysis of Classroom Activity with Interactive Technologies

Autor/inn/en	Beauchamp, Gary; Kennewell, Steve; Tanner, Howard; Jones, Sonia
Titel	Interactive Whiteboards and All that Jazz: The Contribution of Musical Metaphors to the Analysis of Classroom Activity with Interactive Technologies
Quelle	In: Technology, Pedagogy and Education, 19 (2010) 2, S.143-157 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
Schlagwörter	Teaching Methods; Teacher Role; Music; Figurative Language; Logical Thinking; Creative Activities; Information Technology; Telecommunications; Interaction; Computer Mediated Communication; Class Activities; Mathematics Instruction; Teacher Effectiveness; Educational Technology + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Musik; Informationstechnologie; Telekommunikationstechnik; Interaktion; Computerkonferenz; Mathematics lessons; Mathematikunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Unterrichtsmedien
Abstract	The teacher's role has often been described as one of "orchestration", and this musical analogy is a powerful one in characterising the manipulation of features in the classroom setting in order to generate activity or "performance" which leads to learning. However, a classical view of orchestration would fail to recognise the extent to which effective teaching and learning make use of serendipity and improvisation--characteristics more often associated with jazz. This paper uses the characteristics of various musical genres to characterise teaching approaches observed in the authors' work in two research projects investigating the use of ICT in mathematics classrooms. In particular the authors demonstrate how jazz and other musical analogies can be useful when describing some of the more effective classrooms in which serendipitous events were exploited and performances were improvised by pupils as well as teachers. They discuss the ways in which teachers were able to use ICT to establish conditions under which more jazz-like performances were likely to occur, offering opportunities for more creative, improvised teaching and learning. They also examine lessons that can be learned by examining differences between musical and pedagogical settings. (Contains 1 table.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10