The pros and cons of interactive whiteboards in relation to the key stage 3 strategy and framework  

Oleh:

Gray, Carol ; Hagger-Vaughan, Lesley ; Tomkins, Sally-Ann ; Pilkington, Rachel

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning Journal vol. 32 (2005), page 38-44.
Fulltext: Language Learning Journal, Winter 2005, No 32, 38-44.pdf (776.59KB)

Isi artikel

The article describes data emerging from a study of a group of language teachers integrating use of the interactive whiteboard (IWB) into their classroom practice. Data collection tools were developed which allowed participants freedom of action and expression whilst providing a framework for reflection designed to focus on pedagogy rather than technology. The teachers focused primarily on developing their use of PowerPoint for presenting and practising language, using a selection of interactive websites to provide further variety. Analysis revealed varied pedagogical awareness and a range of developmental needs. The research team linked emerging themes to principles underlying the Key Stage 3 National Strategy; Framework for Teaching Modem Foreign Languages (DfES, 2003). Participants' views largely reflected recent publications suggesting that use of the IWB can greatly enhance teaching by supporting classroom management, pace and variety and the drawing of attention to grammatical features and patterns. Participants also felt that use of the IWB had very positive effects on pupils' memorisation skills and writing development, though further long-term research is needed to test the accuracy of these intuitions. The study raised important caveats: the need to become comfortable with the technology before being ready to engage in pedagogical discussion; the dramatic increase in preparation time to support full exploitation; the danger of being lured into a 'tell and show' interpretation of teaching; the need for IWB use to be underpinned by a sound understanding of language teaching methodology; the need for a balance of activities to ensure opportunities for kinaesthetic and tactile learners; and the difficulty of finding web-based material at the right level for language learning. Use of the IWB was linked firmly to participants' immediate needs for daily classroom survival. However, some participants were gradually becoming aware of the transformational potential of ICT.

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