id: 06191341
dt: j
an: 2013d.00860
au: McQuillan, Kimberley; Northcote, Maria; Beamish, Peter
ti: What matters most when students and teachers use interactive whiteboards in
mathematics classrooms?
so: Aust. Prim. Math. Classr. 17, No. 4, 3-7 (2012).
py: 2012
pu: Australian Association of Mathematics Teachers (AAMT), Adelaide, SA
la: EN
cc: U50 C20
ut: teacher effectiveness; student attitudes; computer assisted instruction;
educational technology; teaching methods; interaction; gender
differences; teachersâ€™ attitudes; computer software; learner
engagement; interactive whiteboards
ci:
li: http://www.aamt.edu.au/Webshop/Entire-catalogue/Australian-Primary-Mathematics-Classroom
ab: Summary: Teachers are encouraged to immerse their students in rich and
engaging learning environments. One teaching tool that can facilitate
the creation of rich learning environments is the interactive
whiteboard (IWB). When teaching mathematics, the varied
representational aspects of IWBs can be used to assist students in
achieving specific learning outcomes. IWBs can be used to represent
mathematical shapes, activities and processes. This article considers
what matters most to the students and teachers who use IWBs, drawing
from a study of how IWBs were used in two primary schools. This study
has identified that the pedagogical uses of IWBs do impact on student
attitudes towards them. This study has also concluded that teachersâ€™
attitudes towards IWBs are generally positive and can be linked to how
IWBs are used in the classroom. The way in which teachers use and
implement IWBs in the classroom affects the extent to which students
are engaged in the lesson. IWBs can be used to engage students in
learning but teachers should mix up student-centred and teacher-centred
approaches in short periods of time, thereby facilitating student
interaction and high engagement levels in the mathematics classroom.
(ERIC)
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