자연주의적 탐구조사(Naturalistic Inquiry)

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http://science.sciencemag.org/content/sci/201/4359/899.2.full.pdf

Phenomenology of perception.

How to ... be a reflective practitioner.

Creativity: Flow and the Psychology of Discovery and Invention

The aims of this article are to review the existing literature on the introduction and use of interactive whiteboards (IWBs) in schools and to summarise the key issues arising from this analysis in order to provide a context for the articles which follow in this special issue of Learning, Media and Technology. The article reviews the evidence about the initial adoption of the technology in classrooms, the existing empirical evidence of its impact on teaching and learning in schools as well as presenting an analysis of some of the underlying theoretical and conceptual issues.

Reviewing the literature on interactive whiteboards

Recent policy initiatives in England have focused on promoting ‘interactive’ teaching in schools, with a clear expectation that this will lead to improvements in learning. This expectation is based on the perceived success of such approaches in other parts of the world. At the same time, there has been a large investment in Information and Communication Technology (ICT) resources, and particularly in interactive whiteboard technology. This paper explores the idea of interactive teaching in relation to the interactive technology which might be used to support it. It explains the development of a framework for the detailed analysis of teaching and learning in activity settings which is designed to represent the features and relationships involved in interactivity. When applied to a case study of interactive teaching during a lesson involving a variety of technology-based activities, the framework reveals a confusion of purpose in students' use of an ICT resource that limits the potential for learning when students are working independently. Discussion of relationships between technical and pedagogical interactivity points a way forward concerning greater focus on learning goals during activity in order to enable learners to be more autonomous in exploiting ICT's affordances, and the conclusion identifies the variables and issues which need to be considered in future research which will illuminate this path.

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Analysing the use of interactive technology to implement interactive teaching

The term 'interactive' appears in two distinct strands of educational research discourse: one concerning pedagogy and the other concerning new technologies in education As new technology increasingly pervades most classrooms in the UK, it seems likely that it would be fruitful to explore, both theoretically and empirically, links between the concepts of 'interactive teaching' and 'interactive technology' Previous reviews of the literature concerning interactive teaching have revealed a variety of ideas which are considered to be involved, with a number of common elements suggesting a scale of interactivity ranging from 'authoritative' to 'dialogic' There was a consistent suggestion in the literature that shifting the balance of interaction in classrooms towards the dialogic end of the scale would bring improvements to the learning process and consequently to attainment outcomes However, current analysis focuses on whole-class teaching, which is only one mode of class organisation This paper explores the literature on interactivity in group and individual work with ICT, and characterises categories of interactivity for these forms of activity organisation A framework is presented which relates these categories to those previously devised and to the ways in which teachers and learners orchestrate the features of their classroom environment and interact with ICT to support action towards learning goals The paper argues that a shift towards a greater role for learners in orchestrating resources in the classroom will be valuable and concludes that there is potential for ICT to support more dialogic and synergistic approaches in group and individual activity than is seen at present It also identifies the potential for using the framework in future research concerning the effects of technological developments on learning in classroom settings

Interactivity in the classroom and its impact on learning

The growing use of the interactive whiteboard (IWB) in primary school teaching forms part of a number of initiatives within the schools of the United Kingdom to develop the use of information and communications technology (ICT) in teaching and learning. The IWB presents both challenges and opportunities to teachers, particularly in terms of staff development and training. This study uses classroom observation and semi-structured interviews with teachers now working in a recently built, technology-rich primary school to develop a generic progressive framework and developmental model for schools introducing the IWB. This framework can be used to assess and guide teacher progress on the continuum towards becoming a ‘synergistic user’. As teachers make this transition there is a fundamental requirement to adopt an interactive teaching style, alongside the gradual development of specific ICT skills. The study also examines implications for teacher education and training for schools, both prior and sub...

https://www.tandfonline.com/doi/pdf/10.1080/14759390400200186

Teacher Use of the Interactive Whiteboard in Primary Schools: towards an effective transition framework

In a small‐scale study of Information and Communication Technology (ICT)‐rich primary school, interactive whiteboards (IWBs) were found to be the predominant ICT tools used by teachers. The study sought to identify how the teachers used features of ICT to enhance learning, based on a list of ICT’s functions published for teacher education programmes. This list did not appear to account for all the aspects of the IWB’s influence that were described by teachers and observed in their lessons. Interview and observation data concerning digital whiteboard technology were probed further, using a framework for analysing activity settings designed for teaching and learning. This process generated a new taxonomy of features of ICT involving two levels: those intrinsic to digital media and devices and those constructed by hardware designers, software developers and teachers preparing resources for learning. Pedagogical actions supported by these features were identified and views concerning the impact of these actio...

Gary Beauchamp

Papers

Reviewing the literature on interactive whiteboards

Analysing the use of interactive technology to implement interactive teaching

Interactivity in the classroom and its impact on learning

Teacher Use of the Interactive Whiteboard in Primary Schools: towards an effective transition framework

The features of interactive whiteboards and their influence on learning