Understanding the use of interactive whiteboards in primary science

Bibliographic Data

ID19514871
AuthorsTrudy Sweeney (Flinders University, corresponding author)
Year2013
Volume29
Issue2
Publication date2013-05-10
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.26
OpenAlexW1764767319
LanguageEN
Citations received1
References cited15

This paper explores the dimensions of change experienced by a specialist primary science teacher in Australia as she attempted to embed an interactive whiteboard into her practice as a tool to enhance interactive teaching and learning. This paper uses the theoretical frameworks of activity theory and the stages of concern to understand the behavioural and affective dimensions of change related to the use of interactive whiteboards in primary science. It is argued that the identification and resolution of tensions and concerns in teachers' practice is crucial to maximise the potential of interactive whiteboards to enhance learning interactions in a shared dialogic space

Dialogic · Educational technology · Interactive Learning · Interactive whiteboard · Mathematics education · Multimedia · Pedagogy · Collaborative Teaching and Inclusion · Computer Science · Education and Technology Integration · Mobile Learning in Education · Psychology

Tools

Open DOIOpen Access