The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue.
This paper explores how the interactive whiteboard (IWB) might be harnessed to support student learning through classroom dialogue. This powerful and increasingly prevalent technology opens up opportunities for learners to generate, modify, and evaluate new ideas, through multimodal interaction alon...
| Publicado en: | Journal of Computer Assisted Learning Vol. 27; no. 6; pp. 463 - 490 |
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| Formato: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Dec2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104703718&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104703718 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2011 vid: 27 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104703718 66674397 10.1111/j.1365-2729.2011.00416.x 104703718 ppf: 463 ppct: 27 formats: tig: atl: The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue. aug: au: Hennessy, S. affil: Faculty of Education, University of Cambridge, Cambridge CB2 8PQ, UK sug: subj: Educational Technology Utilization Computer-Assisted Instruction Learning Methods Learning Environment Discussion Methods Human United Kingdom Cognition Conceptual Framework Poetry Education Science Education History Education Faculty-Student Relations Faculty Attitudes Funding Source ab: This paper explores how the interactive whiteboard (IWB) might be harnessed to support student learning through classroom dialogue. This powerful and increasingly prevalent technology opens up opportunities for learners to generate, modify, and evaluate new ideas, through multimodal interaction along with talk. Its use can thereby support rich new forms of dialogue that highlight differences between perspectives, and make ideas and reasoning processes more explicit. The emerging account builds upon Bahktin's conception of dialogue and Wegerif's notion of technology 'opening up a dialogic space for reflection', but foregrounds the role of mediating artefacts. Classroom dialogue in the context of IWB use is construed as being facilitated by teachers and learners constructing digitally represented knowledge artefacts together. These visible, dynamic, and constantly evolving resources constitute interim records of activity and act as supportive devices for learners' emerging thinking, rather than finished products of dialogue. This primarily theoretical account is illustrated with examples from case studies of UK classroom practice. Analysing lessons in sequence has illuminated how teachers can exploit the IWB through cumulative interaction with a succession of linked digital resources, and through archiving and revisiting earlier artefacts. The tool thereby helps to support the progression of dialogue over time, across settings and even across learner groups. In sum, the article reframes the notion of dialogue for this new context in which students are actively creating and directly manipulating digital artefacts, and offers some practical examples. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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