Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Beginning the day with the IWB in an early childhood classroom

      Harlow, Ann
      Thumbnail
      Files
      Harlow IWB 2010.pdf
      159.3Kb
      Link
       
      Find in your library  
      Citation
      Export citation
      Harlow, A. (2010). Beginning the day with the IWB in an early childhood classroom. International Research in Early Childhood Education, 1(2), 57-68.
      Permanent Research Commons link: https://hdl.handle.net/10289/4976
      Abstract
      There is a substantial demand in New Zealand for professional learning opportunities to help early years’ teachers to make use of ICT for teaching and learning (Harlow, Cowie and Jones, 2008), and where interactive whiteboards (IWBs) are increasingly being purchased by schools as instructional technologies. This paper reports on the findings of a researcher who was invited by a teacher in a small rural school in New Zealand to describe and understand the use of an IWB with young children aged five to six years. In this paper, the role of the IWB to enhance learning particularly in the use of language, symbols and texts is examined. The research involved collecting data from intensive classroom observation over a week using video and audio recordings as well as student and teacher interviews. Data were analysed using a framework developed by Kennewell and Beauchamp (2007), who identified how teachers used features of ICT/IWBs to enhance learning. The findings indicate that it was the way the teacher integrated the IWB into her pedagogy to improve the learning activities that made the IWB such an effective tool in this classroom.
      Date
      2010
      Type
      Journal Article
      Publisher
      Monash University
      Rights
      Copyright © 2010 Monash University. Used with permission.
      Collections
      • Education Papers [1413]
      Show full item record  

      Usage

      Downloads, last 12 months
      46
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement