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Instruction as orchestration : multimodal connection building with the interactive whiteboard.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Instruction as orchestration : multimodal connection building with the interactive whiteboard. / Littleton, Karen; Twiner, Alison; Gillen, Julia.
In: Pedagogies : An International Journal, Vol. 5, No. 2, 2010, p. 130-141.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Littleton, K, Twiner, A & Gillen, J 2010, 'Instruction as orchestration : multimodal connection building with the interactive whiteboard.', Pedagogies : An International Journal, vol. 5, no. 2, pp. 130-141. https://doi.org/10.1080/15544801003611193

APA

Littleton, K., Twiner, A., & Gillen, J. (2010). Instruction as orchestration : multimodal connection building with the interactive whiteboard. Pedagogies : An International Journal, 5(2), 130-141. https://doi.org/10.1080/15544801003611193

Vancouver

Littleton K, Twiner A, Gillen J. Instruction as orchestration : multimodal connection building with the interactive whiteboard. Pedagogies : An International Journal. 2010;5(2):130-141. doi: 10.1080/15544801003611193

Author

Littleton, Karen ; Twiner, Alison ; Gillen, Julia. / Instruction as orchestration : multimodal connection building with the interactive whiteboard. In: Pedagogies : An International Journal. 2010 ; Vol. 5, No. 2. pp. 130-141.

Bibtex

@article{c756829888184186b1cefa23f2409e24,
title = "Instruction as orchestration : multimodal connection building with the interactive whiteboard.",
abstract = "The interactive whiteboard (IWB), the first ICT tool primarily designed for whole-class interaction, is now in regular use in most British primary schools. In this paper, we explore its distinctive potential for enabling the teacher to plan and orchestrate activities and lessons using a wide range of multimodal resources, to engage students' cognitive and imaginative capacities. We show how teachers use combinations of 'matched resources' to support the bridging of pupils' understanding from the known to the new, and from everyday to academic understandings. We demonstrate how teachers can use the IWB to resource the development of ideas and themes over time while maintaining spontaneous responsiveness to situations as they arise, effectively enacting Sawyer's notion of teaching as 'disciplined improvisational performance'.",
keywords = "interactive whiteboard, multimodality, orchestration of resources, teaching as improvisational performance",
author = "Karen Littleton and Alison Twiner and Julia Gillen",
year = "2010",
doi = "10.1080/15544801003611193",
language = "English",
volume = "5",
pages = "130--141",
journal = "Pedagogies : An International Journal",
issn = "1554-480X",
publisher = "Taylor and Francis Ltd.",
number = "2",

}

RIS

TY - JOUR

T1 - Instruction as orchestration : multimodal connection building with the interactive whiteboard.

AU - Littleton, Karen

AU - Twiner, Alison

AU - Gillen, Julia

PY - 2010

Y1 - 2010

N2 - The interactive whiteboard (IWB), the first ICT tool primarily designed for whole-class interaction, is now in regular use in most British primary schools. In this paper, we explore its distinctive potential for enabling the teacher to plan and orchestrate activities and lessons using a wide range of multimodal resources, to engage students' cognitive and imaginative capacities. We show how teachers use combinations of 'matched resources' to support the bridging of pupils' understanding from the known to the new, and from everyday to academic understandings. We demonstrate how teachers can use the IWB to resource the development of ideas and themes over time while maintaining spontaneous responsiveness to situations as they arise, effectively enacting Sawyer's notion of teaching as 'disciplined improvisational performance'.

AB - The interactive whiteboard (IWB), the first ICT tool primarily designed for whole-class interaction, is now in regular use in most British primary schools. In this paper, we explore its distinctive potential for enabling the teacher to plan and orchestrate activities and lessons using a wide range of multimodal resources, to engage students' cognitive and imaginative capacities. We show how teachers use combinations of 'matched resources' to support the bridging of pupils' understanding from the known to the new, and from everyday to academic understandings. We demonstrate how teachers can use the IWB to resource the development of ideas and themes over time while maintaining spontaneous responsiveness to situations as they arise, effectively enacting Sawyer's notion of teaching as 'disciplined improvisational performance'.

KW - interactive whiteboard

KW - multimodality

KW - orchestration of resources

KW - teaching as improvisational performance

U2 - 10.1080/15544801003611193

DO - 10.1080/15544801003611193

M3 - Journal article

VL - 5

SP - 130

EP - 141

JO - Pedagogies : An International Journal

JF - Pedagogies : An International Journal

SN - 1554-480X

IS - 2

ER -