Paper - Refereed

Interactive whiteboards are appearing in schools across the country, but are they the best investment in the education of upper secondary students? Tablet computers provide a cheaper and more flexible option, but can they do the job? The research team includes two practicing teachers who used tablet computers as teaching tools in their senior Mathematics and Physics classes in 2007. The pedagogies trialled in the project exploited digital pen technology using a single tablet computer wirelessly connected to a data projector in each classroom.
It is now more than two decades since Sendov (1986) asked
A review of the literature about student use of ICT and the impact of ICT use on learning reveals a complexity of rationales and terminology that underwrite ICT initiatives; various dimensions and stages of integration; inherent methodological difficulties; obstacles to integration such as teacher ICT confidence, expertise and beliefs about the potential for ICT to make a difference to student learning; teacher professional development; school technological infrastructure and support; and the need for ICT leadership (Jamieson-Proctor, Burnett, Finger, & Watson, 2006).
This paper describes a developmental model that can be used to evaluate and guide teacher reflection and progress along a continuum in order to maximise the potential learning benefits afforded by interactive whiteboards. The model was developed using classroom observations and semi-structured interviews with eight teachers over a period of eighteen months in one South Australian primary school.
ACCE Partners
ACCE Partners
ACCE Partners
ACCE Partners