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dc.contributor.authorHarlow, Ann
dc.contributor.authorCowie, Bronwen
dc.contributor.authorHeazlewood, Megan
dc.identifier.citationHarlow, A., Cowie, Bronwen & Heazlewood, M. (2010). Keeping in touch with learning: the use of an interactive whiteboard in the junior school. Technology, Pedagogy and Education, 19(2), 237-243.en_NZ
dc.description.abstractRecent literature on the role of the interactive whiteboard (IWB) has indicated numerous ways in which teachers make use of the IWB to support children's learning. In these studies there is a growing awareness of changing roles in the classroom as teachers gain confidence in the use of new technologies. This study describes how a researcher worked with a teacher in a small rural school in New Zealand to document and understand the use of an IWB to enhance the learning of young children ages five to six years. The focus of the research was on how the features of the IWB supported teaching actions and provided potential and structure for the children to develop their 'key competencies', broadly conceptualised as the development of knowledge, skills and aptitudes for learning. Here the authors demonstrate that it was the teacher's orchestration of the classroom environment, incorporating the use of the IWB, that was the key to the development of pupil autonomy as they learnt to take risks and to be creative in their learning with the interactive whiteboard.en_NZ
dc.subjectinteractive whiteboarden_NZ
dc.subjectjunior schoolen_NZ
dc.subjectkey competenciesen_NZ
dc.subjectNew Zealanden_NZ
dc.titleKeeping in touch with learning: the use of an interactive whiteboard in the junior schoolen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfTeaching, Pedagogy and Educationen_NZ

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