Authors: Gillen, J., Staarman, J. K., Littleton, K., Mercer, N., & Twiner, A.
Research Design: Narrative
Type of Research: Qualitative
Problem: Strong claims have been made for the vale of Interactive Whiteboards (IWB) by both manufacturers and policy makers, however little research on how, if at all, they influence the established pedagogic practices, communicative processes, and educational goals
Purpose: The purpose of the article is to investigate how IWBs actually function as communicative and pedagogic tools in classroom interactions, how they are used by teachers to pursue their education goals and how they are used to build shared frames of reference and ‘common knowledge between teachers and pupils.
1. Ways in which the IWB functions as a communicative and pedagogic tool in the teacher–pupil interactions of the classroom.
2. Ways in which well-documented features of normal classroom interaction appear to be altered by the use of the IWB.
3. Ways in which the use of the IWB appear to encourage or discourage the active participation of children in the process of teaching-and-learning (or in any way to offer them new opportunities for participation).
4. The distinctive ways in which the IWB is used either to build a shared frame of reference between teacher and children or to build common knowledge amongst members of the class.
5. The extent to which potentially valuable affordances of the IWB are, or are not, used by teachers to pursue their pedagogic goals.
Hypotheses: No Hypotheses due to the fact that it is a qualitative paper.