(2010). Interactive whiteboards and the discourses of transformation, affordance, orchestration and participation.
In: Thomas, Michael and Schmid, Euline Cutrim eds.
Interactive Whiteboards for Education: Theory, Research and Practice.
Hershey, New York: Information Science Reference, pp. 37–52.
This chapter offers a discussion of literature regarding the use of interactive whiteboards in english and welsh classrooms, focusing predominantly on the primary sector. Broadly speaking a series of shifting terms can be plotted through the research, in how the iwb is characterized within the classroom. This is particularly notable in english and some welsh primary school contexts, in line with changes in curriculum policy and government-introduced national strategy, where the iwb as a particular technological and (arguably) pedagogic tool has been championed by government funding tied to policy change. The discussion reviews shifting characterizations of iwb use in schools, focusing on four key forms of discourse in the literature: transformation, affordance, orchestration and participation. Although discourses are not replaced, the chapter highlights shifts in emphasis from the power of the technology, to the power of the tool when in the hands of teachers and learners.
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