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dc.contributor.authorBeauchamp, Gary
dc.date.accessioned2014-06-05T15:30:20Z
dc.date.accessioned2014-06-05T15:30:24Z
dc.date.available2014-06-05T15:30:20Z
dc.date.available2014-06-05T15:30:24Z
dc.date.issued2011
dc.identifier.citationBeauchamp, G. (2011) 'Interactivity and ICT in the primary school: categories of learner interactions with and without ICT', Technology, Pedagogy and Education, 20(2), pp.175-190en_US
dc.identifier.issn1475-939X
dc.description.abstractThis article will analyse primary teachers’ views on the role of information and communications technology (ICT) in the broader context of pedagogy in the classroom. It uses data collected from primary teacher interviews in the early stages of a funded research project (which analysed interactivity and ICT in learning and teaching) to explore and categorise primary teachers’ thinking about interactivity and the role of ICT within it. It distinguishes between technology-mediated interaction and other categories of interaction to provide both a tool for classroom analysis and a focus for professional development in ICT for primary teachers.en_US
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofseriesTechnology, Pedagogy and Education;
dc.subjectinteractivityen_US
dc.subjectcategoriesen_US
dc.subjectinteractionsen_US
dc.subjectprimaryen_US
dc.subjectICTen_US
dc.titleInteractivity and ICT in the primary school: categories of learner interactions with and without ICTen_US
dc.typeArticleen_US
dc.identifier.doihttp://dx.doi.org/10.1080/1475939X.2011.588408


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