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Please use this identifier to cite or link to this item: http://hdl.handle.net/10875/147

Title: Analysing the use of interactive technology to implement interactive teaching
Authors: Kennewell, Steve
Tanner, Howard F. R.
Jones, Sonia
Beauchamp, Gary
Keywords: information and communications technology (ICT)
interactive whiteboards
case study
interactive
pedagogy
Issue Date: Feb-2008
Publisher: Wiley- Blackwell
Citation: KENNEWELL, S., TANNER, H., JONES, S. and BEAUCHAMP, G. 2008. Analysing the use of interactive technology to implement interactive teaching. Journal of Computer Assisted Learning, 24(1), pp. 61-73.
Abstract: Recent policy initiatives in England have focused on promoting ‘interactive’ teaching in schools, with a clear expectation that this will lead to improvements in learning. This expectation is based on the perceived success of such approaches in other parts of the world. At the same time, there has been a large investment in Information and Communication Technology (ICT) resources, and particularly in interactive whiteboard technology. This paper explores the idea of interactive teaching in relation to the interactive technology which might be used to support it. It explains the development of a framework for the detailed analysis of teaching and learning in activity settings which is designed to represent the features and relationships involved in interactivity. When applied to a case study of interactive teaching during a lesson involving a variety of technology-based activities, the framework reveals a confusion of purpose in students' use of an ICT resource that limits the potential for learning when students are working independently. Discussion of relationships between technical and pedagogical interactivity points a way forward concerning greater focus on learning goals during activity in order to enable learners to be more autonomous in exploiting ICT's affordances, and the conclusion identifies the variables and issues which need to be considered in future research which will illuminate this path.
Description: The definitive version is available at www3.interscience.wiley.com
URI: http://hdl.handle.net/10875/147
ISSN: 1365-2729
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