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'A "learning revolution"? Investigating pedagogic practice around interactive whiteboards in British primary classrooms'.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published

Standard

'A "learning revolution"? Investigating pedagogic practice around interactive whiteboards in British primary classrooms'. / Gillen, Julia; Kleine Staarman, J.; Littleton, K. et al.
In: Learning, Media and Technology , Vol. 32, No. 3, 09.2007, p. 243-256.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Gillen, J, Kleine Staarman, J, Littleton, K, Mercer, N & Twiner, A 2007, ''A "learning revolution"? Investigating pedagogic practice around interactive whiteboards in British primary classrooms'.', Learning, Media and Technology , vol. 32, no. 3, pp. 243-256. https://doi.org/10.1080/17439880701511099

APA

Gillen, J., Kleine Staarman, J., Littleton, K., Mercer, N., & Twiner, A. (2007). 'A "learning revolution"? Investigating pedagogic practice around interactive whiteboards in British primary classrooms'. Learning, Media and Technology , 32(3), 243-256. https://doi.org/10.1080/17439880701511099

Vancouver

Gillen J, Kleine Staarman J, Littleton K, Mercer N, Twiner A. 'A "learning revolution"? Investigating pedagogic practice around interactive whiteboards in British primary classrooms'. Learning, Media and Technology . 2007 Sept;32(3):243-256. doi: 10.1080/17439880701511099

Author

Gillen, Julia ; Kleine Staarman, J. ; Littleton, K. et al. / 'A "learning revolution"? Investigating pedagogic practice around interactive whiteboards in British primary classrooms'. In: Learning, Media and Technology . 2007 ; Vol. 32, No. 3. pp. 243-256.

Bibtex

@article{f3fd1721f82d4baabb79fcdefc50aa20,
title = "'A {"}learning revolution{"}? Investigating pedagogic practice around interactive whiteboards in British primary classrooms'.",
abstract = "Interactive whiteboards have been rapidly introduced into all primary schools under UK Government initiatives. These large, touch-sensitive screens, which control a computer connected to a digital projector, seem to be the first type of educational technology particularly suited for whole-class interaction. Strong claims are made for their value by manufacturers and policy-makers, but there has been little research on how, if at all, they influence established pedagogic practices, communicative processes and educational goals. This study has been designed to examine this issue, using observations in primary (elementary) school classrooms, and builds on the authors' previous research on Information and Communication Technology in educational dialogues and collaborative activities.",
author = "Julia Gillen and {Kleine Staarman}, J. and K. Littleton and N. Mercer and A. Twiner",
year = "2007",
month = sep,
doi = "10.1080/17439880701511099",
language = "English",
volume = "32",
pages = "243--256",
journal = "Learning, Media and Technology ",
issn = "1743-9884",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - 'A "learning revolution"? Investigating pedagogic practice around interactive whiteboards in British primary classrooms'.

AU - Gillen, Julia

AU - Kleine Staarman, J.

AU - Littleton, K.

AU - Mercer, N.

AU - Twiner, A.

PY - 2007/9

Y1 - 2007/9

N2 - Interactive whiteboards have been rapidly introduced into all primary schools under UK Government initiatives. These large, touch-sensitive screens, which control a computer connected to a digital projector, seem to be the first type of educational technology particularly suited for whole-class interaction. Strong claims are made for their value by manufacturers and policy-makers, but there has been little research on how, if at all, they influence established pedagogic practices, communicative processes and educational goals. This study has been designed to examine this issue, using observations in primary (elementary) school classrooms, and builds on the authors' previous research on Information and Communication Technology in educational dialogues and collaborative activities.

AB - Interactive whiteboards have been rapidly introduced into all primary schools under UK Government initiatives. These large, touch-sensitive screens, which control a computer connected to a digital projector, seem to be the first type of educational technology particularly suited for whole-class interaction. Strong claims are made for their value by manufacturers and policy-makers, but there has been little research on how, if at all, they influence established pedagogic practices, communicative processes and educational goals. This study has been designed to examine this issue, using observations in primary (elementary) school classrooms, and builds on the authors' previous research on Information and Communication Technology in educational dialogues and collaborative activities.

U2 - 10.1080/17439880701511099

DO - 10.1080/17439880701511099

M3 - Journal article

VL - 32

SP - 243

EP - 256

JO - Learning, Media and Technology

JF - Learning, Media and Technology

SN - 1743-9884

IS - 3

ER -