Show simple item record

dc.contributor.authorJones, Sonia
dc.contributor.authorTanner, Howard
dc.contributor.authorKennewell, Steve
dc.contributor.authorParkinson, John
dc.contributor.authorDenny, Helen
dc.contributor.authorAnthony, Cheryl
dc.contributor.authorBeauchamp, Gary
dc.contributor.authorJones, Bethan
dc.contributor.authorLewis, Helen
dc.contributor.authorLoughran, Anne
dc.identifier.citationJones, S., Tanner, H., Kennewell, S., Parkinson, J., Denny, H., Anthony, C., Beauchamp, G., Jones, B., Lewis, H. and Loughran, A. (2009) 'Using video stimulated reflective dialogue to support the development of ICT based pedagogy in mathematics and science', The Welsh Journal of Education, 14(2), pp.63-77.en_US
dc.description.abstractRecent research indicates that the use of ICT to support traditional forms of classroom interaction is ineffective in improving learning and attainment. Instead, teachers are being encouraged to develop more dialogic pedagogies. This paper reports on a project which investigated the efficacy of Video Stimulated Reflective Dialogue (VSRD) as a school-based professional development tool for improving pedagogy in the use of ICT to support dialogic teaching. Parallels are drawn between the nature of the classroom interactions in dialogic teaching and the teacher/researcher interactions during the VSRD process. Distinctions are made between interactions which were dialectic rather than dialogic in character. Developing teachers' pedagogies requires complex changes and it is argued that such changes are best supported by more dialogic forms of VSRD.en_US
dc.publisherUniversity of Wales Pressen_US
dc.relation.ispartofseriesThe Welsh Journal of Education;
dc.titleUsing Video Stimulated Reflective Dialogue to support the development of ICT based pedagogy in Mathematics and Scienceen_US

Files in this item


There are no files associated with this item.

This item appears in the following collection(s)

Show simple item record