자연주의적 탐구조사(Naturalistic Inquiry)

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Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

How we Think

The culture of education

There are a variety of views on teaching. At one extreme, some teachers deny any value to theoretical thinking: learning to teach consists merely of acquiring tips from experienced hands. At the other extreme, some academics have a very abstract, theoretical approach. reflective teaching lies between - it allows practitioners to relate practice and theory within their own particular contexts.

Reflective Teaching: Effective and Evidence-Informed Professional Practice

This paper focuses on the use of interactive whiteboards (IWBs) as a tool for encouraging and supporting classroom dialogue. The authors’ concern here is with the promotion of ‘dialogic’ communication between teachers and students, which is now widely recognised as educationally valuable. In this study they investigated how teachers could use the technical interactivity of the IWB to support dialogic interactivity. The design of the study was predicated upon a partnership between the authors and three UK (primary, middle school and secondary) teachers of 8‐ to 14‐year‐olds; examples of practice reported here derive mainly from secondary history. Outcomes include illustrative examples of teachers’ effective strategies for using the IWB for orchestrating dialogue. Implications for teachers’ initial training and professional development are considered.

Using interactive whiteboards to orchestrate classroom dialogue

The focus of research into the use of the interactive whiteboard (IWB) in the classroom has been largely in relation to teacher-pupil interaction, with very little consideration of its possible use as a tool for pupils' collaborative endeavour. This paper is based upon an ESRC-funded project, which considers how pupils use the interactive whiteboard when working together on science-related activities. It provides an analysis of video and other data from science lessons in UK Years 4 and 5 primary classrooms (pupils aged 8-10years). Concentrating on a series of lessons constructed by three (out of 12) of the project teachers, together with their written and spoken commentaries, it takes each set of lessons as a case for study and comparison. This paper focuses in particular on the nature of the 'vicarious presence' of the teacher evident in the group interactions at the board. We address the following questions: How is the teacher's vicarious presence evident in the work of pupils at the interactive whiteboard? How does this presence influence the behaviour of pupils engaged in science activities? In this account, we suggest that the teacher remotely mediates the activity of the pupils at the board in two specific and interlinked ways. Firstly, the vicarious presence of the teacher seems to be in the minds of pupils, enabling them to appropriate and use introduced rules and procedures, in this case in relation to group talk. Secondly, it is in the ways in which the constructed task environment on the IWB guides and mediates the pupils' actions, enabling them to connect with, interpret and act upon the teacher intentions for the task. Here, the teacher's vicarious presence is in the technology. We conclude that the IWB can provide both a tool and an environment that can encourage the creation of a shared dialogic space within which co-constructed knowledge building can take place. However, this only occurs where there is active support from the teacher for collaborative, dialogic activity in the classroom and where the teacher is able to devise tasks that use board affordances to promote active learning and pupil agency.

/pdf/in-the-mind-and-in-the-technology-the-vicarious-presence-of-1imcfplrl4.pdf

In the mind and in the technology: The vicarious presence of the teacher in pupil's learning of science in collaborative group activity at the interactive whiteboard

https://www.repository.cam.ac.uk/bitstream/1810/267858/3/1-s2.0-S0883035517303877-main.pdf

Dialogue, Thinking Together and Digital Technology in the Classroom: Some Educational Implications of a Continuing Line of Inquiry

Interactive whiteboards (IWBs) have been widely introduced to English primary schools (5-11 years) in the last decade and this has generated much research interest. In the past, research has focused on IWB-use in teacher-led sessions, attending particularly to the nature of teacher-pupil interaction at the IWB and the apparent motivational advantages for children. In contrast, this study focuses on children's communication and thinking during their semi-autonomous use of the IWB during collaborative groupwork in primary school science lessons, aiming in part to see if the IWB is suited to this type of use. Over the course of one school year, twelve primary teachers of Years 4 and 5 (8-10 years) took part in a professional development and research programme which involved them in devising a sequence of three science lessons incorporating small-group activity at the IWB. The functionality of the IWB is analysed here as means for supporting the children's joint communication and thinking, using embedded cues and the availability of certain features in the IWB technology. Our observational analysis of two examples of children's collaborative activity in different classrooms, together with subsequent group interviews, suggests that the IWB can make some identifiable contributions to children's productive communication and thinking. However the IWB is not seen to be an entirely distinctive or pedagogically transformative learning resource in the primary classroom. In our developing conceptual framework, the children's knowledge building is closely related to their active engagement in using IWB affordances and their productive dialogue, essentially supported by the teacher's scaffolding strategies, the establishment and use of "talk rules" in conversation, and the opportunities and constraints applying in classroom participation structures. These conditions help the children to deal with interconnected social, cognitive, and technical problems arising over time. Certain aspects of this form of computer- supported collaborative learning (CSCL) are discussed. These relate to the integration of the

/pdf/can-the-interactive-whiteboard-support-young-children-s-4ej7pmiedp.pdf

Paul Warwick

Papers

Reflective Teaching: Effective and Evidence-Informed Professional Practice

Using interactive whiteboards to orchestrate classroom dialogue

In the mind and in the technology: The vicarious presence of the teacher in pupil's learning of science in collaborative group activity at the interactive whiteboard

Dialogue, Thinking Together and Digital Technology in the Classroom: Some Educational Implications of a Continuing Line of Inquiry

Can the interactive whiteboard support young children’s collaborative communication and thinking in classroom science activities?