We have over 12,000 students, from over 100 countries, within one of the safest campuses in the UK


93% of Lancaster students go into work or further study within six months of graduating

Home > Research > Publications & Outputs > Using the interactive whiteboard to resource co...
View graph of relations

« Back

Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom.

Research output: Contribution to journalJournal article


  • Julia Gillen
  • K. Littleton
  • A. Twiner
  • J. Kleine Staarman
  • N. Mercer
Journal publication date08/2008
JournalJournal of Computer Assisted Learning
Number of pages11
Original languageEnglish


Abstract All communication is inherently multimodal, and understandings of science need to be multidimensional. The interactive whiteboard offers a range of potential benefits to the primary science classroom in terms of relative ease of integration of a number of presentational and ICT functions, which, taken together, offers new opportunities for fostering multifaceted pedagogic strategies. In this case study, we examine in detail how a teacher pursues two themes across four science lessons. We examine how the teacher creates continuity in her students’ learning experiences through taking up some of the affordances of the IWB in order to represent scientific phenomena and engage children in activities to consolidate their understandings. Support is offered for the notion that while pedagogic goals and strategies must determine the selection of tools, rather than the ‘tail wagging the dog’ as in technology-focussed hyperbole, planned use of the interactive whiteboard, conceptualized as a ‘heterogeneous mediational tool kit’ (Wertsch 1991), can be effectively integrated into teaching practice.