Pedagogical use of interactive white boards in teaching and learning. A case study
Abstract
Interactive white boards (IWBs) have become
increasingly available in Spanish public
schools due to governmental policies
such as the School Program 2.0.The aim of
this research is to understand the pedagogies
associated to classroom-based use of
interactive whiteboards. This research has
been undertaken from a qualitative perspective
based on a case study of four classrooms
experiences in Andalusian schools,
two primary and two secondary schools.
Data was collected utilizing interviews
with teachers, and classroom observation
as a complementary technique. The findings
identify that teachers easily incorporate
the use of IWBs into the classroom,
which leads to the utilization of a variety
of Internet resources on line. However,
results also show that when utilizing the
IWB, teachers adopt a series of teaching
practices primarily aimed at content presentations, and with the teacher in control
the majority of the time. This raises questions
about whether this technology transforms
pedagogical approaches of teaching.
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