Interactivity with the Interactive Whiteboard in Traditional and Innovative Primary Schools: An Exploratory Study
ARTICLE
Sandra de Koster, Monique Volman, Els Kuiper
Australasian Journal of Educational Technology Volume 29, Number 4, ISSN 1449-5554
Abstract
One of the main affordances of the interactive whiteboard (IWB) is its potential for increasing classroom interactivity, yet little is known about the interactivity it supports in schools with different educational concepts. In this study we analysed what types of whole-class interactivity the IWB supports in schools with either a "traditional" or an "innovative" school concept. Interactivity was operationalized in terms of operation of the IWB, control of the IWB content, and the whole-class dialogue. A cross-case analysis of videotaped lesson observations revealed patterns in the interactivity related to school type. Comparison of the prevalent interactivity patterns at the two school types shows that students at the innovative schools had a more active role in the content of the IWB-supported lessons than those at the traditional schools. The students at the traditional schools operated the IWB more often, which coincided, however, with little or no student control of the IWB content and with whole-class dialogue that focused on knowledge transmission. At the innovative schools the active student role regarding lesson content did not coincide with student operation of the IWB. These findings indicate a link between the school's educational concept and the type of interactivity in IWB-supported lessons.
Citation
de Koster, S., Volman, M. & Kuiper, E. (2013). Interactivity with the Interactive Whiteboard in Traditional and Innovative Primary Schools: An Exploratory Study. Australasian Journal of Educational Technology, 29(4), 480-495. Retrieved March 19, 2024 from https://www.learntechlib.org/p/153192/.
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Cited By
View References & Citations Map-
Secondary Mathematics Teachers’ Usage of Interactive Whiteboards: Three Digital Ways to Use this Instructional Tool
Anne Marie S. Marshall, Berry College, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1285–1292
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