
06191341
j
2013d.00860
McQuillan, Kimberley
Northcote, Maria
Beamish, Peter
What matters most when students and teachers use interactive whiteboards in mathematics classrooms?
Aust. Prim. Math. Classr. 17, No. 4, 37 (2012).
2012
Australian Association of Mathematics Teachers (AAMT), Adelaide, SA
EN
U50
C20
teacher effectiveness
student attitudes
computer assisted instruction
educational technology
teaching methods
interaction
gender differences
teachers' attitudes
computer software
learner engagement
interactive whiteboards
http://www.aamt.edu.au/Webshop/Entirecatalogue/AustralianPrimaryMathematicsClassroom
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 teachers' 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 studentcentred and teachercentred approaches in short periods of time, thereby facilitating student interaction and high engagement levels in the mathematics classroom. (ERIC)