Collaborative research methodology for investigating teaching and learning: the use of interactive whiteboard technology

Armstrong, Victoria; Barnes, Sally; Sutherland, Rosamund; Curran, Sarah; Mills, Simon; Thompson, Ian

doi:10.1080/00131910500279551

Cited by 102 publications

(73 citation statements)

References 8 publications

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“…As pointed out by Cutrim Schmid (2008) for example, the actual type of interaction with the board is important and there is evidence (see, Zevenbergen & Lerman, 2008, for example) that frequent low level interaction with the board may have a detrimental effect on the depth of cognitive engagement (see further discussion below). Armstrong, et al (2005) consider classroom change with the introduction of IWBs and find that the role of the teacher is pivotal to these changes. Glover and Miller (2001) concur, identifying three types of teachers with differing attitudes towards the adoption of IWBs: missioners, tentatives and Luddites.…”

Section: Potential Benefits Of Iwbsmentioning

confidence: 99%

The interactive whiteboard: A transitional technology supporting diverse teaching practices

Winzenried

Dalgarno

Tinkler

2010

AJET

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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.

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Section: Potential Benefits Of Iwbsmentioning

confidence: 99%

The interactive whiteboard: A transitional technology supporting diverse teaching practices

Winzenried

Dalgarno

Tinkler

2010

AJET

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“…IWB use relates to the teacher's and students' perceptions of how it can be used as being critical agents in mediating the software to promote quality interactions and enhance interactivity in the process of changing their pedagogic practices to understand and unpack the complexities of their students [29].…”

Section: Discussionmentioning

confidence: 99%

Interactive White Boards’ Added Value in Special Education

Drigas

Papanastasiou

2014

Int. J. Onl. Eng.

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Abstract-Interactive whiteboards indicate positive effects on students with special educational needs and promote a multi sensory style of learning. In this review paper we cope with the studies that explore the integration of IWBs in special education, in the last fourteen years (2000-2013). Research showed that interactive whiteboards are able to keep Special Education Needs students engaged in classroom facilities scaffolding their learning through technical and pedagogical interactivity. This technology has proven its value added to students with severe, complex, moderate learning disabilities, Autistic Spectrum Disorder, Attention Deficit Hyperactivity Disorder and on deaf, blind or physically impaired.

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“…Pese a que su creación data de hace más de una década, su uso aún no se ha generalizado. En el ámbito internacional Reino Unido, Estados Unidos y Australia son los países con una mayor implantación de esta tecnología por la fuerte inversión que han desarrollado sus gobiernos (Armstrong, 2005;Holmes, 2009). Le siguen países como Canadá, Francia, Dinamarca y México, lugares donde también se han efectuado un importante número de investigaciones.…”

Section: Teorías Sobre La Pizarra Digital Interactivaunclassified

La pizarra digital interactiva como recurso potenciador de la motivación

Carrasco

Medina

2015

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La motivación del estudiante es un factor clave en su aprendizaje. No obstante, cualquier docente habrá observado cómo un alto porcentaje de alumnos pierde motivación conforme avanza desde los cursos de Educación Infantil a Educación Primaria, llegando muchos de ellos a bajar su rendimiento escolar. Así, en Educación Infantil se puede observar la gran motivación de los alumnos cuando comienzan su trayectoria educativa, mostrando interés por todo y participando en cualquier actividad propuesta. Sin embargo, no sucede de igual manera en Educación Primaria, sobre todo en los últimos cursos de esta etapa. Tras estas claras diferencias en el cambio de actitud de los alumnos de Educación Primaria, surge el objetivo de este proyecto que es incrementar la motivación de éstos a través de la Pizarra Digital Interactiva, demostrando lo que dicen algunos autores: “La utilización de la Pizarra Digital en las aulas motiva a alumnos y profesores” (Gallego y Dulac, 2005). Probablemente no será tarea fácil, pero será un avance en este novedoso recurso. A tal fin se dirigió este proyecto, con el propósito de averiguar si la utilización en entornos educativos de la Pizarra Digital Interactiva pudiera conseguir ese aumento de motivación. Mediante una serie de cuestionarios oportunamente validados, se obtuvieron numerosas respuestas por parte de docentes y discentes, cuyo análisis vino a determinar, entre otras cosas, la veracidad del título de nuestro artículo.

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Collaborative research methodology for investigating teaching and learning: the use of interactive whiteboard technology

Cited by 102 publications

References 8 publications

The interactive whiteboard: A transitional technology supporting diverse teaching practices

The interactive whiteboard: A transitional technology supporting diverse teaching practices

Interactive White Boards’ Added Value in Special Education

La pizarra digital interactiva como recurso potenciador de la motivación

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