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Interactive Whiteboard Integration as Both Subversive and Conserving Teaching Activities: Another Look at the Literature
PROCEEDINGS

, , University of Alberta, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This review of the Interactive Whiteboard (IWB) educational research literature examines the larger political, economic, cultural and social contexts in which these devices are pressed into service for positive educational change. Unearthed are a range of conflicting interests and affordances that teachers and teacher educators must confront and negotiate as they integrate IWBs into their teaching practices. Importantly, it appears IWBs have the capacity, on the one hand, to conserve and significantly stabilize habituated whole-class teaching practices, and on the other hand, may also serve to disrupt instructivist practices and support a wide range of interactive, constructivist learning possibilities.

Citation

Grogan, C. & Adams, C. (2012). Interactive Whiteboard Integration as Both Subversive and Conserving Teaching Activities: Another Look at the Literature. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1793-1804). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 15, 2021 from .

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