Can technology transform teaching and learning? The impact of interactive whiteboards. PROCEEDINGS
John Cuthell, University of Huddersfield; Virtual Learning, United Kingdom
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Interactive Whiteboards have been installed in an increasing number of classrooms in the United Kingdom. Most teachers have embraced the technology: they see it as something that supports and extends their teaching capability The affordances of interactive whiteboard technology, however, do more than reinforce traditional classroom praxis: they provide ways to make learning an interactive process; they create possibilities for teachers to transform their role. As yet, however, research evidence on the impact of IWBs on pedagogy is limited. The author has worked with teachers, teacher educators and curriculum designers during the past two years on research projects to assess the changes that have taken place in teaching and learning. This paper describes action research projects based in five areas of England that assessed the effect of Promethean ACTIVboards teaching and learning. Evidence from these studies is evaluated in the context of a yearlong national survey of school implementation of IWB technology and teacher attitudes.
Cuthell, J. (2004). Can technology transform teaching and learning? The impact of interactive whiteboards. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 1133-1138). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2004 AACE