Multimodality, Orchestration and Participation in the Context of Classroom Use of the Interactive Whiteboard: A Discussion

Autor/inn/en	Twiner, Alison; Coffin, Caroline; Littleton, Karen; Whitelock, Denise
Titel	Multimodality, Orchestration and Participation in the Context of Classroom Use of the Interactive Whiteboard: A Discussion
Quelle	In: Technology, Pedagogy and Education, 19 (2010) 2, S.211-223 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
Schlagwörter	Classroom Communication; Language Role; Educational Change; Student Role; Teacher Role; Educational Research; Participation; Literature Reviews; Foreign Countries; Educational Technology; Visual Aids; Interaction; Multimedia Instruction; Instructional Design; Computer Assisted Instruction; Technology Integration; Influence of Technology; Teaching Methods; Classroom Environment; Educational Policy; Instructional Materials; Multimedia Materials; United Kingdom + Suchen Sie Ihr Suchwort? Klassengespräch; Bildungsreform; Lehrerrolle; Bildungsforschung; Pädagogische Forschung; Teilnahme; Ausland; Unterrichtsmedien; Anschauungsmaterial; Interaktion; Multimediales Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Politics of education; Bildungspolitik; Lehrmaterial; Lehrmittel; Großbritannien
Abstract	This paper will offer a discussion of the literature concerning multimodality, orchestration and participation related to classroom use of the interactive whiteboard (IWB). Specifically, it will explore the place, or potential use, of the IWB to resource a multimodal approach to teaching and learning, emphasising the complex connections that need acknowledging when viewing the IWB in context. Comments on the IWB's effectiveness or otherwise, however, are beyond the scope of this paper. Conceptions of the role of language in mediating other modes and media, in terms of its centrality or complementarity, will necessarily be addressed by considering activities such as classroom talk aligned to other resources. The role of various actors (including teachers and learners) in designing, orchestrating and interpreting multimodal material will be considered. Whilst recognising the substantial debate regarding multimodality as an analytic lens, the discussion will focus on multimodality in terms of materials used in the classroom. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10