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dc.contributor.authorKneen, Judith
dc.date.accessioned2016-03-31T09:32:20Z
dc.date.available2016-03-31T09:32:20Z
dc.date.issued2015
dc.identifier.citationKneen, J., (2015) 'Interactive whiteboards and English teaching: a consideration of typical practice', English in Education, 49 (3), pp.215-232.en_US
dc.identifier.issn0425-0494
dc.identifier.urihttp://hdl.handle.net/10369/7822
dc.descriptionThis article was published in English in Education on 23 July 2015 (online), available at http://dx.doi.org/10.1111/eie.12072en_US
dc.description.abstractThis article considers the affordances of interactive whiteboards (IWBs) for English teachers by reflecting on the typical use of IWBs by a number of sec- ondary English teachers who use them routinely within their teaching. Drawing on a PhD study, it looks at the practice of these teachers and considers when the technology is used within lessons, in terms of lesson timing and the stage of teaching. It also draws attention to two particular areas: the most commonly used programmes observed and the use of handwriting on the IWBs. From the patterns of practice that emerge, it is clear that teachers require continuing pro- fessional development in order to understand and use the technology effectively.en_US
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofseriesEnglish in Education
dc.rightsNon-Commercial
dc.subjectinteractive whiteboarden_US
dc.subjecttechnologyen_US
dc.subjectpedagogicalen_US
dc.subjectaffordanceen_US
dc.titleInteractive whiteboards and English teaching: A consideration of typical practiceen_US
dc.typeArticleen_US
dc.identifier.doihttp://dx.doi.org/10.1111/eie.12072
dc.date.dateAccepted2015
dc.rights.embargodate2017-07-23
dc.rights.embargoreason24 month embargo requested by publisher
rioxxterms.freetoread.startdate2017-07-23


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