Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom.
All communication is inherently multimodal, and understandings of science need to be multidimensional. The interactive whiteboard offers a range of potential benefits to the primary science classroom in terms of relative ease of integration of a number of presentational and ICT functions, which, tak...
| Publicado en: | Journal of Computer Assisted Learning Vol. 24; no. 4; pp. 348 - 359 |
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| Autores principales: | , , , , |
| Formato: | case study pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2008
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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=105344560&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344560 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2008 vid: 24 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344560 105344560 2010457785 10.1111/j.1365-2729.2007.00269.x 105344560 ppf: 348 ppct: 11 formats: tig: atl: Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. aug: au: Gillen J Littleton K Twiner A Staarman JK Mercer N affil: Literacy Research Centre, Lancaster University, Lancaster, LA1 4YT, UK; j.gillen@lancaster.ac.uk sug: subj: Computer-Assisted Instruction In Infancy and Childhood Teaching Materials Utilization Case Studies Child England Faculty-Student Relations Field Studies Funding Source Interviews Motion Pictures Nonexperimental Studies Physics Education Schools, Elementary Students, Elementary Teachers Human Child: 6-12 years ab: All communication is inherently multimodal, and understandings of science need to be multidimensional. The interactive whiteboard offers a range of potential benefits to the primary science classroom in terms of relative ease of integration of a number of presentational and ICT functions, which, taken together, offers new opportunities for fostering multifaceted pedagogic strategies. In this case study, we examine in detail how a teacher pursues two themes across four science lessons. We examine how the teacher creates continuity in her students' learning experiences through taking up some of the affordances of the IWB in order to represent scientific phenomena and engage children in activities to consolidate their understandings. Support is offered for the notion that while pedagogic goals and strategies must determine the selection of tools, rather than the 'tail wagging the dog' as in technology-focussed hyperbole, planned use of the interactive whiteboard, conceptualized as a 'heterogeneous mediational tool kit' ( Wertsch 1991 ), can be effectively integrated into teaching practice. pubtype: Academic Journal doctype: case study pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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