Interactive whiteboards, interactivity and play in the classroom with children aged three to seven years

Abstract

This paper examines the current use of interactive whiteboards in the teaching and learning of children aged three to seven years in Wales, UK. It considers both teachers' and children's reflections regarding the use of this 'novel' technology. Observations in 30 classrooms with interactive whiteboards (IWB) and interviews with teachers and children from these classroom settings are analysed to develop an understanding of current practice regarding the use of IWBs and the thinking behind this. Findings reveal that the teachers value and promote 'playful' and 'interactive' experiences as vehicles for learning. Evidence of the use of the IWB technology to support learning experiences which were either 'playful' or 'interactive' were however limited. This study suggests that IWB are routinely being used to support a more instructionist form of pedagogy than would be supported by the socio-cultural principles held by the majority of teachers interviewed or of the new foundation phase currently being implemented in Wales. Affordances, identified by practitioners, of IWB technology to support a 'pedagogy of play' are discussed.RÉSUMÉ: Cette étude porte sur l'utilisation actuelle des tableaux blancs interactifs dans l'enseignement et l'apprentissage des enfants âgés de trois-sept ans au Pays de Galles, Royaume-Uni. Elle concerne les réflexions des enseignants et des enfants sur l'utilisation de cette nouvelle technologie. Des observations effectuées dans trente classes avec tableaux blancs interactifs (IWB) et des entretiens avec les enseignants et les enfants de ces classes sont analysés dans le but de comprendre les pratiques actuelles relatives à l'utilisation des IWB et ce qu'elles recouvrent. Les résultats montrent que les enseignants valorisent et favorisent des expériences 'ludiques' et 'interactives' comme moyens d'apprentissage. Toutefois la preuve que l'utilisation de la technologie IWB facilite les expériences d' apprentissage, qu'elles soient 'ludiques' ou 'interactives', reste limitée. Cette étude indique que les IWB sont régulièrement utilisés pour soutenir une forme pédagogique plus formelle que ne le laisseraient penser les principes socio-culturels portés par la majorité des enseignants interrogés ou la nouvelle Fondation Phase mise en oeuvre actuellement au pays de Galles Sont discutées les. ZUSAMMENFASSUNG: Dieser Beitrag untersucht die derzeitige Nutzung von interaktiven Whiteboards in der Lehre und im Lernen in Bezug auf Kinder im Alter von drei-sieben Jahren in Wales, Vereinigtes Königreich. Es werden Reflektionen sowohl von Lehrern als auch Kindern in Bezug auf die Nutzung dieser 'neuartigen' Technologie behandelt. Beobachtungen in dreißig Klassenräumen mit interaktiven Whiteboards (IWB) und Interviews mit Lehrkräften und Kindern aus diesen Klassenzimmern werden analysiert, um ein Verständnis der gegenwärtigen Praxis hinsichtlich der Verwendung von IWBs und des dahinter stehenden Denkens zu entwickeln. Die Untersuchungsergebnisse zeigen, dass die Lehrer Erfahrungen, die *Email: a.e.morgan@swan.ac....

Educational Software Use in Kindergarten

“…Ethical issues arise when investigating dependent, vulnerable members of society such as young children in early childhood education settings (Morgan, 2010 ). Gaining informed consent from research participants is widely regarded as central to ethical research practice and in institutional settings such as schools, access tends to be mediated by teachers, managers, etc.…”

“…For example, the manipulation of symbols and images on computer screen represents a new form of symbolic play, and there is potential in the development of children's higher order thinking (Verenikina et al, 2010 ;Yelland, 2005 ). Wohlwend ( 2009 ) demonstrated that 5-7-year-old children were accessing new literacies through pretend play-to explore iPods and video games-while Morgan ( 2010 ) indicated that teachers value and promote "playful" and interactive technology experiences as vehicles for 3-7-year-old children's learning. Appropriate ways for computer/technology integration could include technology-supported learning experiences during the hour of free activities: for example, instances where children are provided with technology support that help them complete tasks in classroom activities.…”

Fun and games - Finnish children’s ideas for the use of digital media in preschool

“…McKenney & Voogt, 2010) or as interpretation (e.g. Aubrey & Dahl, 2014;Morgan, 2010), not as a combination. Thus monotype mixed analysis wasn't chosen just because of the suitability (Biesta, 2010;Johnson & Onwuegbuzie, 2004;Onwuegbuzie et al, 2007), but also as a means for providing a more comprehensive picture of the phenomenon under discussion.…”

“…Studies where children evaluate the existing practices or express their ideas about the use of digital media in educational settings are rare and often concentrate on older children (Selwyn, Boraschi & Özkula, 2009a;Selwyn, Potter & Cranmer, 2009b;cf. Howard, Miles & ReesDavies, 2012;Morgan, 2010).…”

Positive and negative aspects of the IWB and tablet computers in the first grade of primary school: a multiple-perspective approach

“…quantity, specification 1.1 The role of IWB in the teaching and learning process Researchers primarily focus on two basic aspects of the IWB use in schools, namely the IWB as a tool that promotes a more effective teaching process, and on the other hand as a tool that supports students' learning. IWB, in particular, has been found to open up new possibilities for the use of ICT in the teaching and learning process (Morgan, 2012). Among the positive aspects of the IWB, researchers most often emphasise the possibilities of interactive teaching, flexibility of use, multimodal presentation of the content, better lesson planning using a variety of resources, development of students' skills of using the technical resources and supporting the new media literacies (Alvarez et al, 2013;Kervin, Verenikina, Wrona, & Jones, 2010;Plass, Chun, Mayer, & Leutner, 2003;Smith, Higgins, Wall, & Miller, 2005).…”