Teaching Literacy in Primary Schools Using an Interactive Whole-class Technology: Facilitating Student-to-Student Whole-Class Dialogic Interactions

Maher, D

Teaching Literacy in Primary Schools Using an Interactive Whole-class Technology: Facilitating Student-to-Student Whole-Class Dialogic Interactions

Maher, D

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Publication Type:: Journal Article
Citation:: Technology, Pedagogy and Education, 2012, 21 (1), pp. 137 - 152
Issue Date:: 2012-03-01

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Field	Value	Language
dc.contributor.author	Maher, D https://orcid.org/0000-0002-3566-0805	en_US
dc.date.issued	2012-03-01	en_US
dc.identifier.citation	Technology, Pedagogy and Education, 2012, 21 (1), pp. 137 - 152	en_US
dc.identifier.issn	1475-939X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/18778
dc.description.abstract	Much of the research conducted on the use of interactive whole-class technologies in primary school classroom focuses on teacher-to-student interactions. This paper, drawing on a social theory of learning, reports on a qualitative case study undertaken with two primary school classes in one school in New South Wales, Australia where the interactive whiteboard (IWB) was used. Here the focus of the lessons was on literacy where students were learning to write reviews. The results of the study demonstrate that the use of the IWB can provide for learning in a whole-class setting where interactions between students feature. Consequently, the teacher is able to take on a facilitator's role. © 2012 Copyright Association for Information Technology in Teacher Education.	en_US
dc.relation.ispartof	Technology, Pedagogy and Education	en_US
dc.relation.isbasedon	10.1080/1475939X.2012.659888	en_US
dc.subject.classification	Education	en_US
dc.title	Teaching Literacy in Primary Schools Using an Interactive Whole-class Technology: Facilitating Student-to-Student Whole-Class Dialogic Interactions	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	21	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	21	en_US

Abstract:

Much of the research conducted on the use of interactive whole-class technologies in primary school classroom focuses on teacher-to-student interactions. This paper, drawing on a social theory of learning, reports on a qualitative case study undertaken with two primary school classes in one school in New South Wales, Australia where the interactive whiteboard (IWB) was used. Here the focus of the lessons was on literacy where students were learning to write reviews. The results of the study demonstrate that the use of the IWB can provide for learning in a whole-class setting where interactions between students feature. Consequently, the teacher is able to take on a facilitator's role. © 2012 Copyright Association for Information Technology in Teacher Education.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/18778