An investigation into the effective use of the interactive whiteboard at Key Stage One
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The interactive whiteboard is one of the most recent technological innovations presented to schools with an expectation that it is used as an ICT tool to raise standards of learning and teaching. The researcher is an ICT Coordinator in a primary school and is concemed that this expensive technology is used to its fullest potential to the benefit of the pupils and the school as a whole. This small-scale action research explored how Key Stage One teachers can use the interactive whiteboard effectively through whole class and group models of leaming and teaching, seeking both pedagogical reasoning and practical solutions for its use. Participating teachers were interviewed to ascertain levels of skill and confidence in using the technology. Evidence was drawn from interview material and lesson observation. The results of this particular study suggest that teachers are not confident in using the interactive whiteboard and they need time and support in developing their understanding of its application in the classroom. Pupils also need regular access to the boards to develop particular skills in using the tools of the board. A static location for the board, preferably in a classroom, appears to be more favourable than the mobile alternative. The research suggests that the interactive whiteboard could be used effectively to communicate information to and stimulate interaction with whole classes and smaller groups of children. In whatever context the interactive whiteboard is used the role adopted by the teacher may determine its effect on classroom interaction and ultimately its success. The interactive whiteboard could be the catalyst for teachers to revaluate their classroom practices and consider how young children leam best.
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Using information and communications technology in the daily mathematics lesson : the impact of the interactive whiteboard on teaching and learning. Lewis, Helen Elizabeth (University of Wales Institute, Cardiff, 2002)The importance of interaction in mathematics hos been recognised for mony years. The Cockcroft Report of 1986 recommended that mathematics lessons should provide opportunities for discussion between teacher and pupil ...
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