Literacy and Language Teaching and Learning with Interactive Whiteboards in Early Schooling

Autor/inn/en	Prinsloo, Mastin; Sasman, Felicity
Titel	Literacy and Language Teaching and Learning with Interactive Whiteboards in Early Schooling
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 49 (2015) 3, S.533-554 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.237
Schlagwörter	Literacy; Second Language Learning; Second Language Instruction; African Languages; Low Income; Middle Class; Working Class; English; Indo European Languages; Educational Technology; Literacy Education; Networks; Teaching Methods; Multilingualism + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Niedriglohn; Mittelschicht; Arbeiterklasse; English language; Englisch; Indoeuropäisch; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus
Abstract	Research on education and technology has sometimes examined model rather than typical practices, and has thus presented an idealized notion of what such resources might offer to situated users in education. This article asks what happens when particular digital resources, designed for one purpose, or carrying particular expectations regarding their uses, encounter complex, detailed, situated forms of life that differ in particular ways from those anticipated in the design of the digital resources. The study is that of teachers' uses of interactive whiteboards (IWBs) in a low-socioeconomic environment on the Cape Flats in South Africa, in a classroom comprised of both middle-class and working-class children who bring a mix of English, Afrikaans, and isiXhosa home language resources to their learning. We draw on orientations to the study of language as heteroglossic and networked, to literacy as situated social practices, and to communication as multimodal to argue that IWBs function in this context as "boundary objects," with a high degree of interpretive flexibility in that they are weakly structured transcontextually, but strongly structured in local use. Rather than contributing to a transformation of language and literacy pedagogy, they get taken hold of and used by teachers to complement their pre-existing pedagogical strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01