International Experiences with Intergrating Interactive Whiteboards: Policy, Practice, Pedagogy and Professional Development

Hennessy, Sara

doi:10.1007/978-981-10-3654-5_38

Cited by 5 publications

(5 citation statements)

References 25 publications

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“…Technological infrastructure is one of the most mentioned topics in the stakeholders' statements. In accordance with previous research work (Gil-Flores et al, 2017;Hennessy, 2017;Chua and Chai, 2019;Falloon, 2020;Fraillon et al, 2020), the effective provision of technological infrastructure can be identified as an import pillar of digital distance learning. The results of the data analysis in regard to technological infrastructure can be categorized into different components, namely hardware and software, each on the school and the personal level.…”

Section: Practical Implicationssupporting

confidence: 81%

“…The ability to implement new tools and methods into teaching is linked to the competencies of teachers (Villalobos, 2016;Hennessy, 2017;Mishra, 2019;Falloon, 2020). The results of the analysis show that many students do not perceive their teachers as competent in regard to ICT.…”

Section: Practical Implicationsmentioning

confidence: 99%

“…Such training programs might focus on specific methods, such as flipped classroom (Strelan et al, 2020) or blended learning approaches (Graham et al, 2019;Hrastinski, 2019). Additionally, specific digital tools might be the content of further teacher education, including the usage of interactive whiteboards (Hennessy, 2017), tablet computers (Ifenthaler and Schweinbenz, 2013;Montrieux et al, 2015;Otterborn et al, 2019), or educational software (Jossberger et al, 2018;George, 2020). In the context of vocational schools, teachers should further enhance their ability to bridge theoretical and practical learning places, by educating themselves about simulations (Jossberger et al, 2018;Rausch et al, 2021) and learning factories (Faßhauer et al, 2021;Roll and Ifenthaler, 2021).…”

Section: Practical Implicationsmentioning

confidence: 99%

“…The tools to facilitate this competences might be computers (Patterson and Patterson, 2017;Falck et al, 2018), tablet PCs (Montrieux et al, 2015;Ifenthaler and Schweinbenz, 2016;Conrad and Schumann, 2021), smartphones (Lindberg et al, 2017;Hochberg et al, 2018), or interactive whiteboards (Tosuntaş et al, 2015;Mata et al, 2016;Hennessy, 2017). Flipped classroom settings (Mohamed and Lamia, 2018;Zainuddin et al, 2019;Strelan et al, 2020) and blended learning approaches (Dziuban et al, 2018;Hrastinski, 2019) are examples for teaching methods which combine digital and non-digital means.…”

Section: Introductionmentioning

confidence: 99%

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Digital Distance Learning and the Transformation of Vocational Schools From a Qualitative Perspective

Delcker

2022

Front. Educ.

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Digital distance learning has become one of the main modes of education at vocational schools during the COVID-19 pandemic. A large-scale survey with almost 4,000 stakeholders from 15 vocational schools in Germany was conducted to analyze the current state of digital distance learning, with the goal to identify the challenges teachers, students, school leaders, parents, and training companies face when digital distance learning processes are implemented. A total of N = 1,493 qualitative statements have been analyzed as part of the survey. The results of the deductive structuring content analysis suggest the influence of digital distance learning on eight categories within school development, namely teaching, feedback, organization, collaboration, personal resources, technical infrastructure, perceived learner success, and professionalization. The identification of challenges within these categories can help school leaders at vocational schools and policy makers to transform the experiences during the ad hoc implementation of digital distance practices into sustainable school development processes. The research work also proposes a transformation of existing theoretical frameworks of school development in the light of digitalization.

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Section: Practical Implicationssupporting

confidence: 81%

Section: Practical Implicationsmentioning

confidence: 99%

Section: Practical Implicationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Digital Distance Learning and the Transformation of Vocational Schools From a Qualitative Perspective

Delcker

2022

Front. Educ.

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“…It focuses on pinpointing the dialogic processes wherein both teachers and students act as inquirers in dialogic exchanges during classroom instruction (Haneda & Wells, 2008;Lyle, 2008). In contrast, in traditional didactic teaching, teachers tend to disseminate information while students act as passive receivers of knowledge with limited participation in classroom dialogues (Alexander, 2008;Hennessy, 2017;Lee, 2016;Skidmore, 2006;Wells, 1999aWells, , 1999b. By integrating dialogic teaching in the curriculum, both teachers and children can participate in the co-construction of curriculum knowledge in the target language.…”

Section: Literature Review 1 Dialogic Teachingmentioning

confidence: 99%

Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge

Chow¹,

Hui

et al. 2021

Language Teaching Research

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As an effective teaching approach that allows teachers and students to interact collaboratively and actively build on each other’s ideas, dialogic teaching can enhance classroom engagement and learning outcomes. This study addresses the use of dialogic teaching for improving English language learning among Chinese children with varied levels of English vocabulary. It focuses on the effects of dialogic teaching on vocabulary knowledge and phonological awareness. Seventy-two first graders from Hong Kong primary schools were tested on English vocabulary knowledge and phonological awareness and were assigned to control and experimental conditions. A 12-week dialogic teaching intervention was implemented in daily English lessons. Results from repeated measures ANOVA showed that students in the experimental condition with dialogic teaching implemented exhibited significantly greater growth in expressive vocabulary knowledge on textbook items in both low and high vocabulary groups, and greater gain in phonological awareness in the high vocabulary group, than those in the control condition. These results suggest that dialogic teaching in English-as-a-second-language (ESL) classroom enhances English language development in young ESL learners. In addition, when assessing the effectiveness of dialogic teaching in young children’s second language classroom context, it is important to consider its differential effects on children with diverse vocabulary levels.

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Framework for Technology Enriched Active Class Learning of Physics in Secondary Schools in Kenya

Okono

Awuor

Abenga

et al. 2019

2019 IST-Africa Week Conference (IST-Africa)

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International Experiences with Intergrating Interactive Whiteboards: Policy, Practice, Pedagogy and Professional Development

Cited by 5 publications

References 25 publications

Digital Distance Learning and the Transformation of Vocational Schools From a Qualitative Perspective

Digital Distance Learning and the Transformation of Vocational Schools From a Qualitative Perspective

Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge

Framework for Technology Enriched Active Class Learning of Physics in Secondary Schools in Kenya

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