Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom

Journal of Computer Assisted Learning - Tập 24 Số 4 - Trang 348-358 - 2008
Julia Gillén1, Karen Littleton2, Alison Twiner2, Judith Kleine Staarman3, Neil Mercer3
1Literacy Research Centre, Lancaster University, Lancaster, UK
2Centre for Research in Education and Educational Technology, The Open University, Milton Keynes, UK
3Faculty of Education, University of Cambridge, Cambridge, UK

Tóm tắt

Abstract  All communication is inherently multimodal, and understandings of science need to be multidimensional. The interactive whiteboard offers a range of potential benefits to the primary science classroom in terms of relative ease of integration of a number of presentational and ICT functions, which, taken together, offers new opportunities for fostering multifaceted pedagogic strategies. In this case study, we examine in detail how a teacher pursues two themes across four science lessons. We examine how the teacher creates continuity in her students’ learning experiences through taking up some of the affordances of the IWB in order to represent scientific phenomena and engage children in activities to consolidate their understandings. Support is offered for the notion that while pedagogic goals and strategies must determine the selection of tools, rather than the ‘tail wagging the dog’ as in technology‐focussed hyperbole, planned use of the interactive whiteboard, conceptualized as a ‘heterogeneous mediational tool kit’ (Wertsch 1991), can be effectively integrated into teaching practice.

Từ khóa


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Thông tin
Thông tin xuất bản

Journal of Computer Assisted Learning

Tập 24 Số 4

348-358

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