Interactive whiteboards for education: theory, research, and practice
"This book contributed to the debate about the importance of research-based studies in the field of educational policy making in general and learning technologies, particularly the use of interactive whiteboards for education"--Provided by publisher.
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Hershey PA [u.a.]
Information Science Reference
2010
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book contributed to the debate about the importance of research-based studies in the field of educational policy making in general and learning technologies, particularly the use of interactive whiteboards for education"--Provided by publisher. |
| Beschreibung: | XXIV, 314 S graph. Darst. |
| ISBN: | 9781615207152 9781615207169 |
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Datensatz im Suchindex
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| adam_text | DETAILED TABLE OF CONTENTS FOREWORD XV PREFACE XV II SECTION 1 THEORY
AND RESEARCH PART 1 MAPPING THE FIELD CHAPTER 1 INTERACTIVE WH
ITEBOARDS: A LITERATURE SURVEY 1 DAVE MILLER, KEELE UNIVERSITY, UK DEREK
GLOVER, KEELE UNIVERSITY, UK THERE HAS BEEN CONSIDERABLE CASE STUDY
RESEARCH INTO THE INSTALLATION AND INITIAL TRAINING FOR THE USE OF IWB
HARDWARE AND SOFTWARE. THERE NOW EXISTS AN EXTENSIVE BODY OF LITERATURE
CHARTING THE GAINS FROM THE USE OFTHIS TECHNOLOGY IN PRESENTING IDEAS
AND MOTIVATING STUDENTS. LESS HAS BEEN WRITTEN ABOUT THE SUBSEQUENT
STAGE WHERE PEDAGOGY IS MODIFIED AS A RESULT OF THE AVAILABILITY OF
HIGHER LEVELS OF INTERAC- TIVITY. THIS CHAPTER PROVIDES A LITERATURE
REVIEW THAT CONSIDERS THESE MAJOR AREAS OF RESEARCH AS WEIL AS REPORTING
ON STUDIES OF MICRO ASPECTS SUCH AS GESTURE AND THE USE OF ARTIFACTS IN
A C1ASSROOM CONTEXT. CHAPTER2 POLICY, PEDAGOGY AND INTERACTIVE
WHITEBOARDS: WHAT LESSONS CAN BE LEARNT FROM EARLY ADOPTION IN ENGLAND?
20 GEMMA MOSS, UNIVERSITY 0/ LONDON, UK CAREY JEWITT, UNIVERSITY 0/
LONDON, UK THIS PAPER EXPLORES WHY INTERACTIVE WHITEBOARDS WERE RAPIDLY
ADOPTED AS AN EDUCATIONAL TECHNOLOGY IN ENGLAND, AND WHAT LESSONS CAN BE
LEARNT FROM THEIR EARLY ADOPTION. WE DRAW ATTENTION TO THE DIFFERENT
WAYS IN WHICH THE TECHNOLOGY ADAPTS TO EXISTING PRACTICE IN C1ASSROOMS
AND ARGUE THAT THIS IS AN INEVI- TABLE CONSEQUENCE OFTHE PROCESS. THE
PEDAGOGIC POTENTIAL OFTHE TECHNOLOGY CAN IN FACT ONLY EMERGE IN THIS
WAY. BY REFLECTING ON THE HISTORY OF INTERACTIVE WHITEBOARDS IN ENGLISH
SCHOOLS, THEIR EMERGENCE AS A FOCUS FOR POLICYMAKERS INTERESTS AND
THEIR USE IN C1ASSROOMS, THIS PAPER WILL CONSIDER TO WHAT EXTENT THE
TECHNOLOGY CAN LEAD TO REAL PEDAGOGIC CHANGE. CHAPTER3 INTERACTIVE
WHITEBOARDS AND THE DISCOURSES OFTRANSFORMATION, AFFORDANCE,
ORCHESTRATION AND PARTICIPATION 37 ALISON TWINER, THE OPEN UNIVERSITY,
UK THIS CHAPTER DISCUSSES DISCOURSES COMMONLY ADOPTED WITHIN THE
LITERATURE IN RESEARCHING AND REFERRING TO THE PRESENCE AND USE OFTHE
INTERACTIVE WHITEBOARD IN ENGLISH PRIMARY C1ASSROOMS. FOUR MAIN FORMS OF
DISCOURSE ARE NOTICEABLE: TRANSFORMATION, AFFORDANCE, ORCHESTRATION AND
PARTICIPATION - WITH THE LATTER TWO COMMONLY OCCURRING TOGETHER. THE
ADOPTED DISCOURSE CAN BE SEEN TO BE INFLUENCED BY THE FUNDING,
CURRICULAR AND POLICY CONTEXT, AS WEIL AS THE THEORETICAL CONTEXT IN
WHICH THE RESEARCH IS FRAMED. THIS CHAPTER DOES NOT SUGGEST THAT THE
DISCOURSES REPLACE EACH OTHER, BUT THAT THE EMPHASIS HAS SHIFTED FROM
FOCUSING ON THE POWER OF INTERACTIVE WHITEBOARD TECHNOLOGY, TO THE POWER
OFTHE TOOL WHEN IN THE HANDS OF TEACHERS AND LEARNERS. CHAPTER4
DESIGNING RESOURCES FOR IWBS: THE EMERGING ROLES OFEDUCATIONAL
PUBLISHERS AND MATERIALS WRITERS 53 BYRON RUSSELI, WOODSTOCK PUBLISHING
PARTNERSHIP, UK INTENDED FOR ALL THOSE INVOLVED IN PRODUCING AND
PUBLISHING RESOURCES FOR INTERACTIVE WHITEBOARDS, THIS CHAPTER IS
ESPECIALLY AIMED AT AUTHORS AND EDITORS WORKING WITH EDUCATIONAL
PUBLISHERS. IT HIGHLIGHTS THE ISSUES FACED BY ALL THOSE INVOLVED IN
FORMULATING DIGITAL PUBLISHING STRATEGY AND EXAMINES THESE FROM
ORGANIZATIONAL, CREATIVE, PRODUCTION AND COMMERCIAL STANDPOINTS. THE
CHAPTER ALSO CONSIDERS THE EMERG- ING ROLE OF THE TEACHER AS A DIGITAL
MATERIALS WRITER AND THE IMPLICATIONS FOR EDUCATIONAL PUBLISHING IN THE
DIGITAL AGE. PART 2 CLASSROOM RESEARCH CHAPTER 5 MEETING TEACHERS REAL
NEEDS: NEW TOOLS IN THE SECONDARY MODEM FOREIGN LANGUAGES CLASSROOM 69
CAROL GRAY, UNIVERSITY OF BIRMINGHAM, UK THIS CHAPTER CONTRASTS THE
RHETORIC OF UK GOVEMMENT POLICY DRIVING THE IMPLEMENTATION OFICT IN THE
COMPULSORY EDUCATION SECTOR WITH TEACHERS WORKING CONDITIONS WITHIN
THAT SECTOR. IT REFERS TO A SMALL NUMBER OF CASE STUDIES OF INDIVIDUAL
TEACHERS TO SUGGEST THAT THE POPULARITY OFTHE INTERACTIVE WHITEBOARD,
PARTICULARLY IN MODEM FOREIGN LANGUAGE LESSONS, IS MAINLY DUE TO ITS
POTENTIAL FOR ENHANCING TEACHER CONTROL OVER LESSON CONTENT AND
BEHAVIOUR WHILE REDUCING TEACHER/PUPIL CONFLICT. THESE FINDINGS COULD
WEIL BE SEEN TO SUBVERT GOVERNMENT RHETORIC ABOUT THE POWER OFICT IN
EDUCATION. CHAPTER6 THE IMPACT OF INTERACTIVE WHITEBOARDS ON CLASSROOM
INTERACTION AND LEARNING IN PRIMARY SCHOOLS IN THE UK 86 STEVEN HIGGINS,
UNIVERSITY OF DURHAM, UK THIS CHAPTER PRESENTS THE FINDINGS FROM THE
FIRST LARGE-SCALE PILOT PROJECT OFTHE INTEGRATION OF INTERACTIVE
WHITEBOARDS IN PRIMARY OR ELEMENTARY SCHOOLS IN THE UK. THE EVALUATION
INVESTIGATED THE IMPACT OFLWBS ON PATTERNS OF C1ASSROOM INTERACTION,
TEACHER AND STUDENT PERCEPTIONS AND ON TESTED ATTAINMENT IN IITERACY AND
MATHEMATICS. FINDINGS INDICATE THAT THE USE OFTHE INTERACTIVE
WHITEBOARDS LED TO SIGNIFICANT CHANGES IN TEACHERS PRACTICES IN THE USE
OFTECHNOLOGY AND IN ASPECTS RELATED TO C1ASSROOM INTERACTION. MOREOVER,
THE PERCEPTIONS OFTHE PARTICIPANTS WERE OVERWHELMINGLY POSITIVE
VIS-A-VIS THE TECHNOLOGY. NEVERTHELESS, THE IMPACT IN TERMS OF STUDENTS
ACTUAL ATTAINMENT ON NATIONAL TESTS WAS VERY SM ALL AND SHORT-LIVED.
CHAPTER 7 USING THE INTERACTIVE WHITEBOARD TO STIMULATE ACTIVE LEARNING
IN SCHOOL SCIENCE 102 SARA HENNESSY. UNIVERSITY OFCAMBRIDGE. UK ROSEMARY
DEANEY, UNIVERSITY OFCAMBRIDGE, UK CHRIS TOOLEY, BOTTISHAM VILLAGE
COLLEGE, UK THIS CHAPTER PRESENTS AN IN-DEPTH CA SE STUDY OF ONE EXPERT
UK SCIENCE TEACHER USING THE IWB TO SUP- PORT ACTIVE LEARNING ABOUT
THE PROCESS OF PHOTOSYNTHESIS IN SECONDARY STUDENTS OVER SIX LESSONS.
OUR FOCUS IS ON THE PEDAGOGY UNDERLYING HIS PRACTICE AND WE DOCUMENT THE
STRATEGIES HE USED IN EXPLOITING THE POWERFUL FUNCTIONALITY OFTHE
TECHNOLOGY ALONG WITH OTHER DIGITAL RESOURCES. THE METHODOLOGY WAS ONE
OF COLLABORATIVE VIDEO REVIEW AND THEORY BUILDING UNDERTAKEN BY THE
PRACTITIONER, HIS COLLEAGUE AND TWO RESEARCHERS. THE STUDY CULMINATED IN
AN INTERACTIVE MULTIMEDIA RESOURCE DESIGNED TO SUPPORT WIDER
PROFESSIONAL DEVELOPMENT. CHAPTER8 ENHANCED INTERACTIVITY IN SECONDARY
MATHEMATICS 118 DAVE MILLER, UNIVERSITY OF KEELE, UK DEREK GLOVER,
UNIVERSITY OF KEELE, UK THIS CHAPTER OFFERS A CASE STUDY OFTHE
INTRODUCTION OF INTERACTIVE WHITEBOARD TECHNOLOGY INTO THE MATH- EMATICS
DEPARTMENT OF ONE SCHOOL IN THE UK. IT EXPLORES THE CONTEXT FOR
SUCCESSFUL INTRODUCTION AND AC- COMMODATION OF CHANGE. MOREOVER IT
HIGHLIGHTS THE IMPORTANCE OF EFFECTIVE AND AVAILABLE PROFESSIONAL
DEVELOPMENT THAT CAN HELP TEACHERS TO MOVE FROM TECHNICAL PROFICIENCY TO
PEDAGOGIC CHANGE AS THE EFFECTIVENESS OF INTERACTIVITY IS EXPLORED AND
PUT INTO PRACTICE. CHAPTER 9 INTERACTIVE WHITEBOARDS AND STUDENT
ACHIEVEMENT.. 131 KAREN SWAN, UNIVERSITY OF ILLINOIS AT SPRINGFIELD, USA
ANNETTE KRATCOSKI, KENT STATE UNIVERSITY, USA JASON SCHENKER, KENT STATE
UNIVERSITY, USA MARK VAN- T HOOFT, KENT STATE UNIVERSITY, USA THIS
CHAPTER REPORTS ON A STUDY OF THE EFFECTS OF THE USE OF INTERACTIVE
WHITEBOARDS ON STUDENT ACHIEVE- MENT IN MATHEMATICS AND LANGUAGE ARTS.
THE STUDY COMPARED ACHIEVEMENT TEST SCORES BETWEEN C1ASSES WHOSE
TEACHERS USED WHITEBOARDS AND THOSE WHOSE TEACHERS DID NOT IN GRADES
THREE THROUGH EIGHT IN A SMALL CITY SCHOOL DISTRICT IN NORTHERN OHIO IN
THE UNITED STATES. FINDINGS SHOWED SIGNIFICANT BUT MEAN- INGLESS EFFECTS
FOR MATHEMATICS, AND NO SIGNIFICANT DIFFERENCE FOR LANGUAGE ARTS.
HOWEVER, WITHIN GROUP COMPARISONS OF THE FREQUENCY AND CHARACTERISTICS
OF USE BETWEEN WHITEBOARD TEACHERS WHOSE STUDENTS SCORED ABOVE THE MEANS
ON STANDARDIZED TESTS AND TEACHERS WHOSE STUDENTS SCORED AT OR BELOW THE
MEANS REVEALED INTERESTING DIFFERENCES. THE RESULTS SUGGEST THAT THE USE
OF INTERACTIVE WHITEBOARDS CAN ENHANCE STUDENT LEARNING OF MATHEMATICS
AND READING/LANGUAGE ARTS WHEN TEACHERS USE THEM IN A MANNER THAT TAKES
ADVANTAGE OFTHEIR UNIQUE CAPABILITIES. CHAPTER 10 EFFECTIVE
IMPLEMENTATION OFLEARNER RESPONSE SYSTEMS: MOVING BEYOND THE RIGHT
RESPONSE 144 DIANA BANNISTER, UNIVERSITY OFWOLVERHAMPTON, UK ANDREW
HUTEHINSON, UNIVERSITY OFWOLVERHAMPTON, UK HELEN SARGEANT, UNIVERSITY
OFWOLVERHAMPTON, UK THIS CHAPTER LOOKS AT THE USE OFLEARNER RESPONSE
SYSTEMS (LRS) AND ELECTRONIC VOTING DEVICES WITHIN PRIMARY AND SECONDARY
C1ASSROOMS ACROSS THE UK. THE AUTHORS DESCRIBE THE DEVELOPMENT AND
RESEARCH OFTHE REVEAL PROJECT (REVIEW OFELECTRONIC VOTING AND AN
EVALUATION OF USES WITHIN ASSESSMENT AND LEARNING). THE CHAPTER PRESENTS
THE RESPONSE TECHNOLOGY PYRAMID, A MODEL OFIMPLEMENTATION FOR BOTH NEW
AND EXISTING USERS OFLEARNER RESPONSE SYSTEMS. SEETION 2 PRACTICE PART 3
PROFESSIONAL DEVELOPMENT CHAPTER 11 A MODEL OFPEDAGOGICAL CHANGE FOR THE
EVALUATION OFINTERACTIVE WHITEBOARD PRACTICE 162 JULIE COGILL, KING S
COLLEGE LONDON, UK THIS CHAPTER IS BASED ON THE IWB PRACTICE OF 11
PRIMARY SCHOOL TEACHERS RESEARCHED OVER THE COURSE OF ONE YEAR. THE
CHAPTER FIRST EXAMINES PEDAGOGICAL THEORY, THEN, USING EMPIRICAL
EVIDENCE FROM IWB PRACTICE A MODEL FOR IWB PEDAGOGY IS PROPOSED.
TEACHING BEHAVIORS WHICH EXEMPLIFY CHANGES IN PEDAGOGICAL PRACTICE AS A
CONSEQUENCE OF IWB USE ARE SET OUT ACROSS THREE LEVELS: MAKING PRACTICE
MORE EFFICIENT, EXTENDING PEDAGOGY, AND TRANSFORMING PEDAGOGY. FINALLY,
IMPLICATIONS FOR TEACHERS PROFESSIONAL DEVEL- OPMENT AND FURTHER
RESEARCH ARE IDENTIFIED. CHAPTER 12 A NEW LNTERACTIVE WHITEBOARD
PEDAGOGY THROUGH TRANSFORMATIVE PERSONAL DEVELOPMENT 179 MAUREEN
HA/DANE, MANCHESTER METROPOLITAN UNIVERSITY, UK THIS CHAPTER ARGUES THAT
APPROACHES TO THE DESIGN OFTRAINING PROGRAMS WHICH MAY BE VALID IN OTHER
CON- TEXTS COULD PROVE INAPPROPRIATE AS A MEANS OF DEVELOPING EXPERTISE
IN THE USE OF DIGITALLWB TECHNOLOGY. BY ANALYZING SUCCESS FACTORS
IDENTIFIED FROM TEACHER AND PUPIL INTERVIEWS AND VIDEO-RECORDED LESSONS
OBSERVED DURING EVALUATIONS OF IMPLEMENTATIONS IN THE UK, THE CHAPTER
SUGGESTS THAT THE ACQUISITION OF TECHNICAL SKILLS AND THE ADAPTATION OF
PEDAGOGY ARE TYPICALLY DEVELOPED IN TANDEM OVER APERIOD OF TIME. THE
TERM TRANSFORMATIVE PERSONAL DEVELOPMENT (TPD) IS USED TO DESCRIBE A
PROCESS WHEREBY, FOLLOWING AN INDUCTION THAT DEMONSTRATES THE FULL
REPERTOIRE OFPOSSIBILITIES, PARTICIPANTS WITH AN INITIALLY IIMITED GRASP
OFTHE NECESSARY TECHNICAL SKILLS, ENGAGE IN WORK-BASED LEARNING TO
DEVELOP THEIR COMPETENCE THROUGH A PROCESS OF ACTIVE EXPERIMENTATION,
IDEALLY WORKING COLLABORATIVELY WITH ONE OR TWO COLLEAGUES IN A
NUCLEAR COMMUNITY OF PRACTICE. CHAPTER 13 FIRST STEPS TOWARD A MODEL
OFLNTERACTIVE WHITEBOARD TRAINING FOR LANGUAGE TEACHERS 197 EULINE
CUTRIM SCHMID, UNIVERSITY 0/ EDUCATION HEIDE/BERG, GERMANY ESTELLE
SCHIMMACK, ANNA-LINDH PRIMARY SCHOO/, GERMANY THIS CHAPTER IDENTIFIES
COMPETENCIES REQUIRED BY LANGUAGE TEACHERS WHO WANT TO EXPLOIT
INTERACTIVE WHITEBOARDS WHILE UTILIZING A SOCIO-COGNITIVE APPROACH TO
COMMUNICATIVE 1ANGUAGE TEACHING. MOREOVER, IT OUTLINES ASERIES OF
PRINCIPLES FOR THE DESIGN AND IMPLEMENTATION OF IWB TECHNOLOGY TRAINING,
WHICH WOULD BEST ASSIST THE TEACHERS IN ACHIEVING A SUCCESSFUL OUTCOME.
THE RESEARCH DATA DERIVE FROM A STUDY CONDUCTED WITH ENGLISH TEACHERS
USING INTERACTIVE WHITEBOARDS AT A SECONDARY SCHOOL IN GERMANY. PART 4
TEACHER PERSPECTIVES CHAPTER 14 USING LNTERACTIVE WHITEBOARDS TO TEACH
GRAMMAR IN THE MFL CLASSROOM: A LEARNER S PERSPECTIVE 216 BARBARA
BETTSWORTH, LANCASTER GIRLS GRAMMAR SCHOO/, UK A LARGE NUMBER OF UK
SECONDARY C1ASSROOMS ARE NOW EQUIPPED WITH IWBS. THIS STUDY CONSIDERS
THE USE OFTHE IWB TO SUPPORT THE TEACHING OFMODERN FOREIGN LANGUAGES.
THE IMPACT OFTHE IWB ON LEAM- ING IS VIEWED FROM THE PUPILS
PERSPECTIVES. THE STUDY EXPLORES A RANGE OFFEATURES OFFERED BY THE IWB
AND LOOKS AT HOW THEY CAN BE USED IN THE EFFECTIVE TEACHING OF GRAMMAR.
THE FINDINGS SUGGEST THAT IWB ENHANCED LESSONS HAVE SIGNIFICANT APPEAL
TO THE PUPILS AND A DIRECT INFLUENCE ON THEIR LEARNING. CHAPTER 15
TECHNOLOGY SHAPING A DEMOCRATIC CLASSROOM: THE LIVINGSTONE CASE STUDY
225 BRENDA LIM-FONG, UNIVERSITY 0/ BRITISH COLUMBIA, CANADA REBEEEA
ROBINS, DAVID LIVINGSTONE ELEMENTARY SCHOOL, CANADA THIS CHAPTER DETAILS
A CANADIAN ELEMENTARY SCHOOL S JOUMEY USING A BOTTOM-UP APPROACH TO
IMPLEMENT- ING AND INTEGRATING INTERACTIVE WHITEBOARDS AS PART OF ITS
DAILY PRACTICE. USING AN ACTION RESEARCH MODEL, PARTICIPANTS ENGAGED IN
A PROCESS OF INQUIRY TO DOCUMENT THEIR EXPERIENCES OF INTEGRATING
INTERACTIVE WHITEBOARDS IN THE CLASSROOM. LIVINGSTONE STAFF MEMBERS HAVE
WORKED TO CREATE A MORE COLLABORATIVE LEAMING COMMUNITY THAT RESULTED IN
A SHIFT FROM TRADITIONAL PEDAGOGY TO A MORE CO-CONSTRUCTED LEAM- ING
ENVIRONMENT. THE OUTCOMES OFTHIS PROJECT HAVE NOT ONLY BEEN A PRACTICAL
AND MEANINGFUL FORM OF PROFESSIONAL DEVELOPMENT BUT HAVE ALSO
STRENGTHENED THE WAY STUDENTS LEAM WITHIN A DEMOCRATIZED C1ASSROOM.
CHAPTER 16 IWBS AS SUPPORT FOR TECHNOLOGY-RELATED PROJECTS IN EFL
EDUCATION IN BRAZIL 238 DORIS DE ALMEIDA SOARES, BRAZILIAN NAVAL AEADEMY
& PONTIFIEAL CATHOLIE UNIVERSITY 0/ RIO DE JANEIRO, BRAZIL THIS CASE
STUDY DESCRIBES THE USE OF PROMETHEAN INTERACTIVE WHITEBOARD TECHNOLOGY
AS A SUPPORT FOR THE DEVELOPMENT OF TWO COLLABORATIVE PROJECTS WITH A
GROUP OF PRE-ADOLESCENTS IN A LANGUAGE SCHOOL IN RIO DE JANEIRO, BRAZIL.
THE CASE FOCUSES ON THE USE OFTECHNOLOGY TO ENHANCE MOTIVATION AND
LEAMER AUTONOMY IN A STUDENT-CENTERED CONTEXT. FINDINGS INDICATE THAT
THE STUDENTS VIEW THE USE OF IWBS AS LEADING TO INCREASED LEVELS OF
MOTIVATION IN THE C1ASSROOM, ESPECIALLY IN CONTEXTS WHERE TEACHERS ADOPT
LESS OF A CENTRALIZED APPROACH. CHAPTER 17 DOCUMENTING TEACHERS AND
STUDENTS EXPERIENCES WITH INTERACTIVE WHITEBOARDS IN IRELAND: KEY
FINDINGS FROM AN LRISH PILOT PROJECT 250 MIRIAM JUDGE, DUBLIN CITY
UNIVERSITY, IRELAND THIS CASE STUDY INVESTIGATES THE INTRODUCTION OF
INTERACTIVE WHITEBOARDS IN LRISH SCHOOLS BASED ON A PILOT PROJECT
INITIATED BY AN INNOVATIVE ICT ADVISOR. IT IS AN EXAMPLE OF A
BOTTOM-UP INITIATIVE AS THE PROJECT RECEIVED NEITHER GOVEMMENT FUNDING
NOR SUPPORT. THE CASE STUDY RESEARCHED TEACHER AND STUDENT REACTIONS TO
IWBS AND FOUND THAT THEY WERE POSITIVELY RECEIVED BY BOTH PARTIES.
DESPITE THE APPARENT SUCCESS WITH IWBS IN THE PILOT SCHOOLS A POLICY
VACUUM STILL EXISTS IN IRELAND IN RELATION TO THE DEPLOY- MENT OFIWBS
NATIONALLY. THIS SITUATION COULD CREATE A SITUATION WHERE SCHOOLS ARE
UNEQUIPPED TO DEAL WITH THE CHALLENGES POSED BY THE TECHNOLOGY AS IWB
PENETRATION INCREASES. IT COULD ALSO HAVE DIGITAL DIVIDE IMPLICATIONS.
AFTERWORD MAGIC WAND OR MUSEUM PIECE? THE FUTURE OFTHE INTERACTIVE
WHITEBOARD IN EDUCATION 264 STEPHEN BAX, UNIVERSITY 0/ BED/ORDSHIRE, UK
THIS CHAPTER CONSIDERS THE POSSIBLE ROLE OF THE INTERACTIVE WHITEBOARD
IN EDUCATION IN THE FUTURE. IT SUMMARIZES THE NORMALIZATION HYPOTHESIS
ON SOCIOTECHNICAL CHANGE WHICH SUGGESTS THAT ONLY WHEN A TECHNOLOGY HAS
BECOME NORMALIZED SO THAT WE USE IT WITHOUT EVEN NOTICING IT, AS A
NATURAL PART OF OUR EDUCATIONAL PRACTICE, HAS IT REACHED ITS PROPER
PLACE. REVIEWING WHAT OTHER CONTRIBUTORS TO THIS VOLUME HAVE SUGGESTED
IN TERMS OFTHE PLACE OFTHE IWB IN EDUCATION, IT CONCLUDES THAT ALTHOUGH
THE TECHNOLOGY IS NOT YET FULLY NORMALIZED IN OUR PRACTICE, IF WE TAKE
ACCOUNT OF CERTAIN CENTRAL FACTORS, RESEARCH OTHERS, AND EXPECT THE
TECHNOLOGY PERHAPS TO EVOLVE OVER TIME, IT APPEARS LIKELY THAT SOME
MODIFIED FORM OF IWB MIGHT BECOME NORMALIZED IN EDUCATION IN OUR FUTURE
PRACTICE. COM PILATION OF REFERENCES 278 ABOUT THE CONTRIBUTORS 305
INDEX 3 11
|
| any_adam_object | 1 |
| author | Thomas, Michael Schmid, Euline Cutrim 1969- |
| author_GND | (DE-588)141410302 |
| author_facet | Thomas, Michael Schmid, Euline Cutrim 1969- |
| author_role | aut aut |
| author_sort | Thomas, Michael |
| author_variant | m t mt e c s ec ecs |
| building | Verbundindex |
| bvnumber | BV036422293 |
| callnumber-first | L - Education |
| callnumber-label | LB1043 |
| callnumber-raw | LB1043.5 |
| callnumber-search | LB1043.5 |
| callnumber-sort | LB 41043.5 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | AK 39700 DP 2540 DP 2580 DP 2600 |
| ctrlnum | (OCoLC)460060004 (DE-599)BVBBV036422293 |
| dewey-full | 371.33/466 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.33/466 |
| dewey-search | 371.33/466 |
| dewey-sort | 3371.33 3466 |
| dewey-tens | 370 - Education |
| discipline | Allgemeines Pädagogik |
| format | Book |
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV036422293 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:37:43Z |
| institution | BVB |
| isbn | 9781615207152 9781615207169 |
| language | English |
| lccn | 2009046557 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020219125 |
| oclc_num | 460060004 |
| open_access_boolean | |
| owner | DE-29 DE-11 DE-473 DE-BY-UBG |
| owner_facet | DE-29 DE-11 DE-473 DE-BY-UBG |
| physical | XXIV, 314 S graph. Darst. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Information Science Reference |
| record_format | marc |
| spelling | Thomas, Michael Verfasser aut Interactive whiteboards for education theory, research, and practice Michael Thomas. Euline Cutrim Schmid Hershey PA [u.a.] Information Science Reference 2010 XXIV, 314 S graph. Darst. txt rdacontent n rdamedia nc rdacarrier "This book contributed to the debate about the importance of research-based studies in the field of educational policy making in general and learning technologies, particularly the use of interactive whiteboards for education"--Provided by publisher. Interactive whiteboards Visual education Visuelle Medien (DE-588)4188423-1 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Visuelle Medien (DE-588)4188423-1 s Didaktik (DE-588)4070463-4 s DE-604 Schmid, Euline Cutrim 1969- Verfasser (DE-588)141410302 aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020219125&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Thomas, Michael Schmid, Euline Cutrim 1969- Interactive whiteboards for education theory, research, and practice Interactive whiteboards Visual education Visuelle Medien (DE-588)4188423-1 gnd Didaktik (DE-588)4070463-4 gnd |
| subject_GND | (DE-588)4188423-1 (DE-588)4070463-4 (DE-588)4143413-4 |
| title | Interactive whiteboards for education theory, research, and practice |
| title_auth | Interactive whiteboards for education theory, research, and practice |
| title_exact_search | Interactive whiteboards for education theory, research, and practice |
| title_full | Interactive whiteboards for education theory, research, and practice Michael Thomas. Euline Cutrim Schmid |
| title_fullStr | Interactive whiteboards for education theory, research, and practice Michael Thomas. Euline Cutrim Schmid |
| title_full_unstemmed | Interactive whiteboards for education theory, research, and practice Michael Thomas. Euline Cutrim Schmid |
| title_short | Interactive whiteboards for education |
| title_sort | interactive whiteboards for education theory research and practice |
| title_sub | theory, research, and practice |
| topic | Interactive whiteboards Visual education Visuelle Medien (DE-588)4188423-1 gnd Didaktik (DE-588)4070463-4 gnd |
| topic_facet | Interactive whiteboards Visual education Visuelle Medien Didaktik Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020219125&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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