Gillen, Julia and Littleton, K. and Twiner, A. and Kleine Staarman, J. and Mercer, N. (2008) Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. Journal of Computer Assisted Learning, 24 (4). pp. 348-358. ISSN 0266-4909Full text not available from this repository.
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.
|Journal or Publication Title:||Journal of Computer Assisted Learning|
|Uncontrolled Keywords:||case study • interactive whiteboard • mediated • multimedia • primary • qualitative|
|Subjects:||P Language and Literature > P Philology. Linguistics|
|Departments:||Faculty of Arts & Social Sciences > Linguistics & English Language|
|Deposited By:||Dr Julia Gillen|
|Deposited On:||01 Feb 2008 11:43|
|Last Modified:||25 Mar 2017 01:06|
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