eCite Digital Repository
Interactive whiteboards as potential catalysts of pedagogic change in secondary mathematics teaching
Citation
Beswick, K and Muir, T, Interactive whiteboards as potential catalysts of pedagogic change in secondary mathematics teaching, Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA , 3-7 July 2011, Alice Springs, Northern Territory, Australia, pp. 115-123. ISBN 978-1-875900-70-1 (2011) [Refereed Conference Paper]
 | PDF Restricted - Request a copy 5Mb |
Copyright Statement
Copyright 2011 AAMT & MERGA
Official URL: http://www.aamt.edu.au/
Abstract
It has been established that the use of interactive whiteboards (IWBs) does not of itself
imply interactive pedagogy. Indeed it has been argued that precursors for a change from
teacher-centred to interactive pedagogy include a high degree of technical IWB
competence. Based on the responses of secondary mathematics teachers at one school to a
brief professional learning program we suggest that awareness of the potential of IWBs to
enhance student engagement and hence learning, and commitment to collaboration and
improved teaching, can motivate experimentation with the technology such that technical
competence and pedagogical change occur together.
Item Details
| Item Type: | Refereed Conference Paper |
|---|---|
| Research Division: | Education |
| Research Group: | Curriculum and pedagogy |
| Research Field: | Mathematics and numeracy curriculum and pedagogy |
| Objective Division: | Education and Training |
| Objective Group: | Teaching and curriculum |
| Objective Field: | Teacher and instructor development |
| UTAS Author: | Beswick, K (Professor Kim Beswick) |
| UTAS Author: | Muir, T (Associate Professor Tracey Muir) |
| ID Code: | 71754 |
| Year Published: | 2011 |
| Deposited By: | Education |
| Deposited On: | 2011-08-04 |
| Last Modified: | 2012-11-08 |
| Downloads: | 0 |
Repository Staff Only: item control page