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|Title:||An exploration of how interactive whiteboard technology is being utilised in secondary English classrooms|
|Authors:||Kneen, Judith Elizabeth|
|Presented at:||University of Leicester|
|Abstract:||This study offers a much-needed discussion of the use of interactive whiteboards in English teaching. Focusing on a sample of teachers, in an English region, it seeks to provide heightened awareness of and critical insight into the role that the technology plays within the teachers’ practice. Specifically and distinctively, it examines how the technology supports the teaching of English skills and content. The study addresses the paucity of research into interactive whiteboard use within this secondary core subject. The study is informed by a consideration of teachers’ technological pedagogical content knowledge (TPACK) and by two other specific theories. Gibson’s theory of affordances supports a consideration of opportunities offered by the technology. The cognitive theory of multimedia learning (Mayer) underpins an exploration of the multimedia capabilities of interactive whiteboards. A case study approach is adopted, using mixed methods to gather data on seven case study teachers who are experienced, regular users of the technology. Lessons taught by the teachers were observed through systematic observation and the content of the interactive whiteboards was analysed. The English teachers were subsequently interviewed. A range of findings illuminate areas relating to interactive whiteboard content, English subject teaching and pedagogy in general. Analysis shows how the teachers are actively considering aspects of planning and design with their resources In particular. They produce highly prepared resources, designed to suit individual teaching groups. However, the technology can be utilised in limited and limiting ways. Program choices constrain the affordances of the interactive whiteboard. Multimedia content is limited in nature. The main pedagogic model is one that supports teacher control and the transmission of content. Student interaction is usually constrained and training opportunities are uncommon. The study identifies the need for a better informed understanding of the technology’s affordances if it is to effectively support English teaching.|
|Rights:||Copyright © the author. All rights reserved.|
|Appears in Collections:||Theses, School of Education|
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