Disparity in practice: diverse strategies among teachers implementing interactive whiteboards into teaching practice in two Swedish primary schools

Sundberg, Bodil; Spante, Maria; Stenlund, Jörgen

doi:10.1080/17439884.2011.586352

Cited by 13 publications

(9 citation statements)

References 15 publications

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“…It seems that a large number of preschool teachers in Sweden do not make use of the opportunities provided by ICTs such as IWBs in their educational activities. The ways IWBs can be used have been empirically investigated in a variety of educational settings (Sundberg, Spante, & Stenlund, 2012).…”

Section: Introductionmentioning

confidence: 99%

Integration of interactive whiteboard in Swedish preschool practices

Bourbour

Vigmo

Samuelsson

2014

Early Child Development and Care

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This paper aims at exploring the roles preschool teachers give technologies in mathematics education and the ways they structure their mathematics learning activities using interactive whiteboard (IWB) as a technological artefact. Data collected from observations of three preschool teachers embedding IWB in a preschool practice in Sweden provided the primary data sources. The findings suggest that the use of IWB in preschool can be viewed as 'Multisensory resources to engage young children's reasoning', 'Challenging young children to engage in problem-solving activities' and 'Taking the child's interest as a point of departure'. This study also highlights the importance of preschool teachers' pedagogical and technological knowledge that shape and mediate the ways they embed IWB in preschool pedagogical practices.

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Section: Introductionmentioning

confidence: 99%

Integration of interactive whiteboard in Swedish preschool practices

Bourbour

Vigmo

Samuelsson

2014

Early Child Development and Care

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“…As a result, educators are still in the process of adapting their pedagogy to the affordances and constraints of these tools. Other studies (Mitchell, Hunter, & Mockler, 2011;Sunderberg, Spante, & Stenlund, 2012) note "a distinction between technical interactivity and pedagogical interactivity," suggesting that "pedagogical interactivity" is the more challenging to perfect. Mitchell, Hunter, and Mockler (2011, p.9) note that teachers using IWBs in a senior secondary teaching context found "the content driven focus of senior school studies limited their flexibility with the technological tools and degree of interactivity."…”

Section: Technological Pedagogical Knowledge (Tpk)mentioning

confidence: 99%

Using the TPACK framework to unite disciplines in online learning

Anderson¹,

Barham²,

Northcote

2013

AJET

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This paper builds on a previous case study in which a group of lecturers from various disciplines were interviewed about their practice as facilitators of online learning. The lecturers' comments about their teaching practices revealed their awareness of specific types of teacher knowledge about online teaching. This was an unintended outcome of the previous study. Subsequently, as reported in this paper, the data were interrogated further using a new lens to investigate the extent to which these elements of teacher knowledge were evident throughout their practices. The technological, pedagogical and content knowledge (TPACK) theoretical framework enabled the researchers to identify the lecturers' views about the content taught in online and blended environments, the pedagogy which guided teaching and course design, and the technology selected to facilitate students' learning. This paper also considers practical issues about using the TPACK framework as a research tool as a lens through which to view online teachers' knowledge about pedagogy, technology and content.

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“…Several of the reviewed meta-analyses underscored negative impacts of the IWB, such as wasting teachers' time and the scarcity of technical support help (see Dostal, 2011). Other researchers say that teachers who use the IWB spend more time dealing with technological than educational issues (see Sundberg et al, 2012).…”

Section: Theoretical Framework What Does the Research Say About The Imentioning

confidence: 99%

The Interactive Whiteboard: Uses, Benefits, and Challenges. A survey of 11,683 Students and 1,131 Teachers | Le tableau blanc interactif : usages, avantages et défis. Une enquête auprès de 11 683 élèves et 1131 enseignants

Karsenti¹

2017

CJLT / RCAT

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Over the past five years, the interactive whiteboard (IWB) has been massively introduced into schools across the province of Quebec, Canada. This study explores how the IWB is being used, and the associated benefits and challenges. Data on 11,683 students (from 4th year elementary to grade 12) and 1,131 teachers were collected with five instruments: 1) a survey questionnaire for all students, 2) a survey questionnaire for all teachers, 3) individual interviews with teachers, 4) group interviews with teachers, and 5) group interviews with students. Far from calling into question the need to integrate technology into education, the results reveal that certain tools, such as the IWB, may be more complicated and time-consuming to integrate than others. However, despite teachers' reports of technical problems, the IWB appears to have real educational potential. RésuméAu cours des dernières années les tableaux blancs interactifs (TBI) ont été massivement introduits dans les écoles du Québec (Canada). Cette étude explore comment cet outil numérique est utilisé, de même que les avantages et les défis qui y sont associés. Les données ont été recueillies auprès de 11 683 élèves (de la 4e à la 12e année) et 1 131 enseignants avec cinq outils de collecte de données: 1) un questionnaire d'enquête pour tous les élèves; 2) un questionnaire d'enquête pour tous les enseignants; 3) des entrevues individuelles avec des enseignants; 4) des entrevues de groupe avec des enseignants; 5) des entrevues de groupe avec des élèves. Loin de remettre en question l'intégration des technologies en éducation, les résultats de cette étude révèlent plutôt que certains outils, comme le TBI, peuvent parfois être plus complexes et chronophages à utiliser que d'autres. Néanmoins, même si plusieurs enseignants ont souligné les nombreux problèmes techniques, le TBI comporte un grand potentiel éducatif.

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Disparity in practice: diverse strategies among teachers implementing interactive whiteboards into teaching practice in two Swedish primary schools

Cited by 13 publications

References 15 publications

Integration of interactive whiteboard in Swedish preschool practices

Integration of interactive whiteboard in Swedish preschool practices

Using the TPACK framework to unite disciplines in online learning

The Interactive Whiteboard: Uses, Benefits, and Challenges. A survey of 11,683 Students and 1,131 Teachers | Le tableau blanc interactif : usages, avantages et défis. Une enquête auprès de 11 683 élèves et 1131 enseignants

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