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

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published

Standard

Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. / Gillen, Julia; Littleton, K.; Twiner, A. et al.
In: Journal of Computer Assisted Learning, Vol. 24, No. 4, 08.2008, p. 348-358.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Gillen, J, Littleton, K, Twiner, A, Kleine Staarman, J & Mercer, N 2008, 'Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom.', Journal of Computer Assisted Learning, vol. 24, no. 4, pp. 348-358. https://doi.org/10.1111/j.1365-2729.2007.00269.x

APA

Gillen, J., Littleton, K., Twiner, A., Kleine Staarman, J., & Mercer, N. (2008). Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. Journal of Computer Assisted Learning, 24(4), 348-358. https://doi.org/10.1111/j.1365-2729.2007.00269.x

Vancouver

Gillen J, Littleton K, Twiner A, Kleine Staarman J, Mercer N. Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. Journal of Computer Assisted Learning. 2008 Aug;24(4):348-358. doi: 10.1111/j.1365-2729.2007.00269.x

Author

Gillen, Julia ; Littleton, K. ; Twiner, A. et al. / Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. In: Journal of Computer Assisted Learning. 2008 ; Vol. 24, No. 4. pp. 348-358.

Bibtex

@article{475398cb6c7b4cee9102b888f582a381,
title = "Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom.",
abstract = "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{\textquoteright} 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 {\textquoteleft}tail wagging the dog{\textquoteright} as in technology-focussed hyperbole, planned use of the interactive whiteboard, conceptualized as a {\textquoteleft}heterogeneous mediational tool kit{\textquoteright} (Wertsch 1991), can be effectively integrated into teaching practice.",
keywords = "case study • interactive whiteboard • mediated • multimedia • primary • qualitative",
author = "Julia Gillen and K. Littleton and A. Twiner and {Kleine Staarman}, J. and N. Mercer",
year = "2008",
month = aug,
doi = "10.1111/j.1365-2729.2007.00269.x",
language = "English",
volume = "24",
pages = "348--358",
journal = "Journal of Computer Assisted Learning",
issn = "0266-4909",
publisher = "Wiley-Blackwell",
number = "4",

}

RIS

TY - JOUR

T1 - Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom.

AU - Gillen, Julia

AU - Littleton, K.

AU - Twiner, A.

AU - Kleine Staarman, J.

AU - Mercer, N.

PY - 2008/8

Y1 - 2008/8

N2 - 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.

AB - 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.

KW - case study • interactive whiteboard • mediated • multimedia • primary • qualitative

U2 - 10.1111/j.1365-2729.2007.00269.x

DO - 10.1111/j.1365-2729.2007.00269.x

M3 - Journal article

VL - 24

SP - 348

EP - 358

JO - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

SN - 0266-4909

IS - 4

ER -