The Interactive Whiteboard: A Transitional Technology Supporting Diverse Teaching Practices

Autor/inn/en	Winzenried, Arthur; Dalgarno, Barney; Tinkler, Jacqueline
Titel	The Interactive Whiteboard: A Transitional Technology Supporting Diverse Teaching Practices
Quelle	In: Australasian Journal of Educational Technology, 26 (2010) 4, S.534-552 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Rural Schools; Educational Technology; Professional Development; Teaching Methods; Elementary School Teachers; Secondary School Teachers; Observation; Visual Aids; Computer Assisted Instruction; Technology Integration; Classroom Communication; Case Studies; Interviews; Teacher Attitudes; Instructional Effectiveness; Australia + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Anschauungsmaterial; Computer based training; Computerunterstützter Unterricht; Klassengespräch; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Lehrerverhalten; Unterrichtserfolg; Australien
Abstract	This article describes the findings of a qualitative study investigating teacher perspectives on the impact of interactive whiteboards (IWBs) on their classroom teaching practice, using intensive case studies focusing on six primary and secondary teachers from two rural schools. The study found that all teachers were enthusiastic, had seen improvements in student engagement, and were able to develop and evolve their IWB teaching strategies through explicit reflection. However, there was considerable diversity both in the ways in which the IWB was used and in the degree to which teachers changed their classroom teaching practices. Whereas some (Glover and Miller, 2001; Kennewell, 2006) have been critical of IWB adoption without clear pedagogical transformation or without utilisation of all IWB features, we argue that one of the IWB's key benefits is that it can be used initially without requiring a big shift in pedagogy but that it may gradually afford more major pedagogical changes over a longer period of time. These findings are important for the design of professional development in schools because with such a diversity of perceived IWB affordances, effective professional development is more likely to take the form of informal practice sharing than of specific hardware or software training. (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