Interactivity with the Interactive Whiteboard in Traditional and Innovative Primary Schools: An Exploratory Study

Autor/inn/en	de Koster, Sandra; Volman, Monique; Kuiper, Els
Titel	Interactivity with the Interactive Whiteboard in Traditional and Innovative Primary Schools: An Exploratory Study
Quelle	In: Australasian Journal of Educational Technology, 29 (2013) 4, S.480-495 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Visual Aids; Educational Equipment; Educational Technology; Interactive Video; Comparative Analysis; Learner Engagement; Technology Uses in Education; Nontraditional Education; Educational Innovation; Conventional Instruction + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Ausrüstung; Unterrichtsmedien; Interaktives Video; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Non-traditional education; Alternative Erziehung; Instructional innovation; Bildungsinnovation
Abstract	One of the main affordances of the interactive whiteboard (IWB) is its potential for increasing classroom interactivity, yet little is known about the interactivity it supports in schools with different educational concepts. In this study we analysed what types of whole-class interactivity the IWB supports in schools with either a "traditional" or an "innovative" school concept. Interactivity was operationalized in terms of operation of the IWB, control of the IWB content, and the whole-class dialogue. A cross-case analysis of videotaped lesson observations revealed patterns in the interactivity related to school type. Comparison of the prevalent interactivity patterns at the two school types shows that students at the innovative schools had a more active role in the content of the IWB-supported lessons than those at the traditional schools. The students at the traditional schools operated the IWB more often, which coincided, however, with little or no student control of the IWB content and with whole-class dialogue that focused on knowledge transmission. At the innovative schools the active student role regarding lesson content did not coincide with student operation of the IWB. These findings indicate a link between the school's educational concept and the type of interactivity in IWB-supported lessons. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10