The Interactive Whiteboard as a Force for Pedagogic Change: The Experience of Five Elementary Schools in an English Education Authority
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Miller, D. & Glover, D. (2002). The Interactive Whiteboard as a Force for Pedagogic Change: The Experience of Five Elementary Schools in an English Education Authority. Information Technology in Childhood Education Annual, 2002(1), 5-19. AACE.
Retrieved from http://www.editlib.org/p/10762.
Information Technology in Childhood Education Annual
Volume 2002, Issue 1, 2002
Association for the Advancement of Computing in Education (AACE)
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This article details an investigation into the use of interactive whiteboards undertaken in five elementary schools in an English education authority. Evidence was collected by using a questionnaire containing closed and open questions, lesson observations, and structured interviews of teachers and headteachers. Potential benefits in the introduction of interactive whiteboards as an integrative technology within schools were found when the following three conditions were met: (a) there was a will to develop and use the technology; (b) the teachers had to be willing to become mutually interdependent in the development of materials; and (c) there had to be some change of thinking about the way in which classroom activities were resourced.
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