Interactive Whiteboards for Education: Theory, Research and Practice: Theory, Research and Practice

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Thomas, Michael
IGI Global, Feb 28, 2010 - Computers - 340 pages
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Interactive learning technologies and multimedia resources in the classroom foster new educational curricula, while offering alternative roles for students and teachers.

Interactive Whiteboards for Education: Theory, Research and Practice emphasizes the importance of professional development, credible educational research, and dialogue between teachers, administrators, policymakers and learners. This book intends to guide and inform the process of technology integration in education, introducing valuable case studies for educators interested in present and future IWB technology.

 

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Contents

A Literature Survey
1
What Lessons Can be Learnt fromEarly Adoption in England?
20
Interactive Whiteboards and the Discourses ofTransformation AffordanceOrchestration and Participation
37
The Emerging Roles of Educational Publishers and Materials Writers
53
Classroom Research
68
New Tools in the Secondary Modern Foreign Languages Classroom
69
The Impact of Interactive Whiteboards on Classroom Interaction and Learning in Primary Schools in the UK
86
Using the Interactive Whiteboard to Stimulate Active Learning in School Science
102
A Model of Pedagogical Change for the Evaluation of Interactive Whiteboard Practice
162
A New Interactive Whiteboard Pedagogy through Transformative Personal Development
179
First Steps Toward a Model of Interactive Whiteboard Training for Language Teachers
197
Teacher Perspectives
215
A Learners Perspective
216
The Livingstone Case Study
225
IWBs as Support for TechnologyRelated Projects in EFL Education in Brazil
238
Key Findings from an Irish Pilot Project
250

Enhanced Interactivity in Secondary Mathematics
118
Interactive Whiteboards and Student Achievement
131
Moving Beyond the Right Response
144
Section 2
160
Professional Development
161
Magic Wand or Museum Piece?The Future of the Interactive Whiteboardin Education
264
Compilation of References
278
About the Contributors
305
Index
311
Copyright

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About the author (2010)

Michael Thomas (PhD) is a professor in applied linguistics (special emphasis learning technologies) at Nagoya University of Commerce & Business (Japan). Previously, he taught second language learning at the University of Heidelberg (Germany). His research interests are in learning technologies, digital literacies, and the philosophy of language. He is author of The Reception of Derrida: Translation and Transformation (2006) and editor of the Handbook of Research on Web 2.0 and Second Language Learning (2009). He is on the editorial boards of the International Journal of Emerging Technologies & Society, the Asian Journal of EFL, and the Asian ESP Journal. He is also a reviewer for the British Journal of Educational Technology. Dr. Thomas is Editor-in-Chief of the International Journal of Virtual and Personal Learning Environments (IJVPLE). His current research focuses on a new book entitled Interactive Whiteboards and Emerging Technologies with Euline Cutrim Schmid and Task-Based Language Teaching and Technology with Hayo Reinders.

[Editor]

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