Levels of use of Interactive Whiteboard technology in the primary mathematics classroom

Title
Levels of use of Interactive Whiteboard technology in the primary mathematics classroom
Publication Date
2011
Author(s)
Serow, Penelope A
( author )
OrcID: https://orcid.org/0000-0001-6775-178X
Email: pserow2@une.edu.au
UNE Id une-id:pbaker31
Callingham, Rosemary A
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United Kingdom
DOI
10.1080/1475939X.2011.588418
UNE publication id
une:10160
Abstract
Despite the availability of Interactive Whiteboard (IWB) technology in a large number of Australian primary schools, many teachers focus only on technical issues as opposed to pedagogical engagement in an attempt to incorporate the technology. Previous research suggests that the technology is being used for sophisticated transmission-style teaching as opposed to constructivist approaches. This article presents findings of a project that considered the implementation of IWB technology in three Victorian primary mathematics classrooms (5 to 12 years of age). The study analysed the teaching strategies adopted by three teachers as they embarked on the use of IWB technology as an integral component of mathematical activities with the support of professional development. Teacher use of IWB technology in the primary mathematics classroom was aligned against Beauchamp's generic transitional framework for viewing the development of teacher use of IWB technology. Through this alignment, a transitional framework emerged which is specific to the introduction of IWB technology in the mathematics classroom.
Link
Citation
Technology, Pedagogy and Education, 20(2), p. 161-173
ISSN
1747-5139
1475-939X
Start page
161
End page
173

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