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

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 0266-4909

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Abstract

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.

Item Type: Article
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
ID Code: 1107
Deposited By: Dr Julia Gillen
Deposited On: 01 Feb 2008 11:43
Refereed?: Yes
Published?: Published
Last Modified: 26 Jul 2012 14:56
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/1107

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