A New Way of Using the Interactive Whiteboard in a High School Physics Classroom: A Case Study

Autor/inn/en	Gregorcic, Bor; Etkina, Eugenia; Planinsic, Gorazd
Titel	A New Way of Using the Interactive Whiteboard in a High School Physics Classroom: A Case Study
Quelle	In: Research in Science Education, 48 (2018) 2, S.465-489 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gregorcic, Bor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-016-9576-0
Schlagwörter	Bulletin Boards; Interactive Video; Educational Technology; Technology Uses in Education; High Schools; Secondary School Science; Science Instruction; Physics; Ethnography; Motion; Astronomy; Teacher Attitudes; Student Attitudes; Teaching Methods; Student Centered Learning; Foreign Countries; Slovenia + Suchen Sie Ihr Suchwort? Wandzeitung; Interaktives Video; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; High school; Oberschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Ethnografie; Bewegungsablauf; Astronomie; Lehrerverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Slowenien
Abstract	In recent decades, the interactive whiteboard (IWB) has become a relatively common educational tool in Western schools. The IWB is essentially a large touch screen, that enables the user to interact with digital content in ways that are not possible with an ordinary computer-projector-canvas setup. However, the unique possibilities of IWBs are rarely leveraged to enhance teaching and learning beyond the primary school level. This is particularly noticeable in high school physics. We describe how a high school physics teacher learned to use an IWB in a new way, how she planned and implemented a lesson on the topic of orbital motion of planets, and what tensions arose in the process. We used an ethnographic approach to account for the teacher's and involved students' perspectives throughout the process of teacher preparation, lesson planning, and the implementation of the lesson. To interpret the data, we used the conceptual framework of activity theory. We found that an entrenched culture of traditional white/blackboard use in physics instruction interferes with more technologically innovative and more student-centered instructional approaches that leverage the IWB's unique instructional potential. Furthermore, we found that the teacher's confidence in the mastery of the IWB plays a crucial role in the teacher's willingness to transfer agency within the lesson to the students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01