The Use of the Interactive Whiteboard for Creative Teaching and Learning in Literacy and Mathematics: A Case Study

Autor/inn/en	Wood, Ruth; Ashfield, Jean
Titel	The Use of the Interactive Whiteboard for Creative Teaching and Learning in Literacy and Mathematics: A Case Study
Quelle	In: British Journal of Educational Technology, 39 (2008) 1, S.84-96 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2007.00703.x
Schlagwörter	Focus Groups; Learning Processes; Creative Teaching; Case Studies; Interaction; Computer Mediated Communication; Educational Technology; Literacy; Mathematics Instruction; Preservice Teacher Education; Interviews; Teacher Role; Computer Assisted Instruction; Elementary Secondary Education; Group Instruction + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Creative thinking; Teaching; Kreatives Denken; Unterricht; Case study; Fallstudie; Case Study; Interaktion; Computerkonferenz; Unterrichtsmedien; Alphabetisierung; Schreib- und Lesefähigkeit; Mathematics lessons; Mathematikunterricht; Lehramtsstudiengang; Lehrerausbildung; Interviewing; Interviewtechnik; Lehrerrolle; Computer based training; Computerunterstützter Unterricht; Gruppenunterricht
Abstract	This paper considers the ways in which the interactive whiteboard may support and enhance pedagogic practice through whole-class teaching within literacy and numeracy. Data collected from observations of whole-class lessons, alongside individual interviews and focus group discussions with class teachers and Initial Teacher Education students, has provided opportunities to consider the potential of such technology to facilitate a more creative approach to whole-class teaching. The data suggests that, in the first instance, the special features of information and communications technology such as interactivity, "provisionality," speed, capacity and range enhance the delivery and pace of the session. This research seems to indicate that it is the skill and the professional knowledge of the teacher who mediates the interaction, and facilitates the development of pupils' creative responses at the interface of technology, which is critical to the enhancement of the whole-class teaching and learning processes. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10