What Matters Most when Students and Teachers Use Interactive Whiteboards in Mathematics Classrooms?

Autor/inn/en	McQuillan, Kimberley; Northcote, Maria; Beamish, Peter
Titel	What Matters Most when Students and Teachers Use Interactive Whiteboards in Mathematics Classrooms?
Quelle	In: Australian Primary Mathematics Classroom, 17 (2012) 4, S.3-7 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Teacher Effectiveness; Student Attitudes; Mathematics Instruction; Computer Assisted Instruction; Educational Technology; Teaching Methods; Interaction; Gender Differences; Teacher Attitudes; Computer Software; Learner Engagement + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Geschlechterkonflikt; Lehrerverhalten
Abstract	Teachers are encouraged to immerse their students in rich and engaging learning environments (NSW Department of Education and Training, 2003). One teaching tool that can facilitate the creation of rich learning environments is the interactive whiteboard (IWB) (Baker, 2009). When teaching mathematics, the varied representational aspects of IWBs can be used to assist students in achieving specific learning outcomes. IWBs can be used to represent mathematical shapes, activities and processes. This article considers what matters most to the students and teachers who use IWBs, drawing from a study of how IWBs were used in two primary schools. This study has identified that the pedagogical uses of IWBs do impact on student attitudes towards them. This study has also concluded that teachers' attitudes towards IWBs are generally positive and can be linked to how IWBs are used in the classroom. The way in which teachers use and implement IWBs in the classroom affects the extent to which students are engaged in the lesson. IWBs can be used to engage students in learning but teachers should mix up student-centred and teacher-centred approaches in short periods of time, thereby facilitating student interaction and high engagement levels in the mathematics classroom. (Contains 2 figures.) (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10