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A “learning revolution”? Investigating pedagogic practices around interactive whiteboards in British Primary classrooms

Gillen, Julia; Kleine Staarman, Judith; Littleton, Karen; Mercer, Neil and Twiner, Alison (2007). A “learning revolution”? Investigating pedagogic practices around interactive whiteboards in British Primary classrooms. Learning, Media and Technology, 32(3) pp. 243–256.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/17439880701511099
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Abstract

Interactive whiteboards have been rapidly introduced into all primary schools under UK Government initiatives. These large, touch-sensitive screens, which control a computer connected to a digital projector, seem to be the first type of educational technology particularly suited for whole-class interaction. Strong claims are made for their value by manufacturers and policy-makers, but there has been little research on how, if at all, they influence established pedagogic practices, communicative processes and educational goals. This study has been designed to examine this issue, using observations in primary (elementary) school classrooms, and builds on the authors' previous research on Information and Communication Technology in educational dialogues and collaborative activities.

Item Type: Journal Article
Copyright Holders: 2007 Taylor & Francis
ISSN: 1743-9884
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)
Item ID: 9866
Depositing User: Users 4853 not found.
Date Deposited: 18 Oct 2007
Last Modified: 04 Dec 2010 13:20
URI: http://oro.open.ac.uk/id/eprint/9866
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