The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study

Abstract

This paper considers the ways in which the interactive whiteboard may support and enhance pedagogic practice through whole-class teaching within literacy and numeracy. Data collected from observations of whole-class lessons, alongside individual interviews and focus group discussions with class teachers and Initial Teacher Education students, has provided opportunities to consider the potential of such technology to facilitate a more creative approach to whole-class teaching. The data suggests that, in the first instance, the special features of information and communications technology such as interactivity, 'provisionality,' speed, capacity and range enhance the delivery and pace of the session. This research seems to indicate that it is the skill and the professional knowledge of the teacher who mediates the interaction, and facilitates the development of pupils' creative responses at the interface of technology, which is critical to the enhancement of the whole-class teaching and learning processes.

The Design and Implementation of an Enculturated Web-Based Intelligent Tutoring System for Computer Science Education

“…Although only marginally larger, the group that used the enculturated system, CRIPSY, produced larger gains compared to control group. This confirms the assumption that cultural interventions do indeed have positive effects on learners [6,7] and provides empirical evidence in support of enculturated learning systems. In addition, the seamless integration intended amongst the cultural software components and the traditional ITS components was achieved since similar usage patterns were found in both the test and control group session logs.…”

“…Making attempts also seemed to be encouraging for students in the test group since the positivity of their system ratings increased with the number of attempts made. This relationship was weaker for the control group which suggests that the culturally enhanced system may indeed have promoted a more relaxed learning atmosphere as theorized by proponents of culturally-aware instructional environments [6,7].…”

“…The design of user interfaces, the selection of teaching strategies, the format and content of the educational material all vary depending on the cultural background of the developers [7]. Subtle cultural influences seep into the final product and this can be counter-productive to learning when stereotypes and personal interpretations clash with the practices and beliefs of the students.…”

Identifying complex cultural interactions in the instructional design process: a case study of a cross-border, cross-sector training for innovation program

“…In his often cited and highly generative work on cultural dimensions, industrial anthropologist Hofstede (1984) defined culture as a "programming of the mind" (p.51). Young (2008) suggests that culture can be viewed from sociological, anthropological and psychological perspectives. From the sociological perspective, culture is a part of tradition and heritage;…”

An Empirical Investigation of the Practices and Challenges Specific to International User Studies

“…Within both of these research areas, the implications of globalization and the internationalization of pro ducts and services have over the years become important topics of study [2,3,14,16]. Our research is positioned within the second stream of research concerned with approaches for understanding users and contextual product use.…”