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SUMMARY:Interactive Whiteboards (IWBs) as a tool in the orchestration of d
 ialogue and pupil collaboration in the classroom - Paul Warwick\, Universi
 ty of Cambridge\, Faculty of Education
DTSTART:20100222T170000Z
DTEND:20100222T183000Z
UID:TALK23292@talks.cam.ac.uk
CONTACT:Bryony Horsley-Heather
DESCRIPTION:Interactive whiteboards (IWBs) are now commonplace in primary 
 schools in the UK. The IWB allows direct interaction with images\, text an
 d video on a large touch-sensitive screen. It can provide easy access to t
 he internet and to material entered by a teacher or by children\, which ca
 n be saved and revisited in subsequent lessons. The IWB seems to have grea
 t potential as a tool for supporting a dialogic classroom pedagogy\, wheth
 er in teacher-led lesson phases or when pupils are asked to work collabora
 tively in semi-autonomous activity. Yet this focus on the connected nature
  of a specific pedagogical stance and specific tool use has been given sca
 nt attention in a literature that seems dominated by the notion of the ‘
 transformation of pedagogy’ through technology.\nThis session will explo
 re the idea of the development of a dialogic pedagogy in relation to two r
 esearch projects that have focused on the use of the IWB in classrooms. In
  one study\, group activity at the IWB in twelve primary science classroom
 s was examined. The importance of established collaborative practices in t
 he classroom\, the type of task at the IWB and the nature of teacher media
 tion are all issues that were highlighted in considering how the groups in
 teracted at the IWB. In the second study\, the developing pedagogies of th
 ree teachers were examined in relation to their use of the IWB. This proje
 ct\, which included extensive inter-connected research and development act
 ivities in addition to the collection of video and other data\, indicates 
 that IWB use can be instrumental in promoting dialogic approaches in the c
 lassroom. However\, an in-depth knowledge of IWB functionality appears to 
 be less important than teacher understanding of how the tool might serve a
  dialogic intention in teaching and learning.\n
LOCATION:GS3\, Donald McIntyre Building\, Faculty of Education\, 184 Hills
  Road\, Cambridge
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