Gillen, J.; Littleton, K.; Twiner, A.; Staarman, J. K. and Mercer, N.
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|DOI (Digital Object Identifier) Link:||http://doi.org/10.1111/j.1365-2729.2007.00269.x|
|Google Scholar:||Look up in Google Scholar|
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.
|Item Type:||Journal Article|
|Copyright Holders:||2007 Blackwell Publishing Ltd|
|Extra Information:||The definitive version is available at www.blackwell-synergy.com|
|Academic Unit/Department:||Education and Language Studies > Centre for Language and Communication
Education and Language Studies
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Karen Littleton|
|Date Deposited:||10 Sep 2008 05:54|
|Last Modified:||29 Apr 2016 11:41|
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