Using interactive whiteboards in pre-service teacher education

Examples from two Australian universities

Bibliographic Data

ID19514007
AuthorsChris Campbell (0000-0001-7749-8538, The University of Notre Dame Australia), Peter Kent (0000-0002-2429-9233)
Year2010
Volume26
Issue4
Publication date2010-06-18
Open AccessYes
TypeARTICLE
VenueAustralasian Journal of Educational Technology (JOURNAL)
Journal identifiersISSN: 1449-3098 • E-ISSN: 1449-5554
PublisherAustralasian Society for Computers in Learning in Tertiary Education (PUBLISHER • NZ)
DOI10.14742/ajet.1064
OpenAlexW2125159943
LanguageEN
Citations received4
References cited6

Research indicates that when interactive whiteboards are used well they can increase student engagement and learning (Glover, Miller, Averis & Door, 2007; Schuck & Kearney, 2007, 2008). This means it is important to educate future teachers in how to use interactive whiteboards and how to incorporate them successfully into their teaching. Current research indicates that a teacher's pedagogy or 'how they teach' has a major influence on the quality of student learning outcomes. Thus 'how teachers use ICT' has a great effect on student outcomes. A range of pedagogical models concerned with the concept of authentic pedagogies are commonly used within Australian classrooms. Training designed for pre-service teachers dealing with the pedagogical application of interactive whiteboards is designed to guide and assess the implementation according to these pre-existing and widespread pedagogical models. This paper examines examples of how IWBs can be used in teacher education as well as how to integrate their use across courses that pre-service teachers undertake

Mathematics education · Multimedia · Pedagogy · Collaborative Teaching and Inclusion · Computer Science · Education and Digital Technologies · Education and Technology Integration · Psychology

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