Beginning the Day with the IWB in an Early Childhood Classroom

Autor/in	Harlow, Ann
Titel	Beginning the Day with the IWB in an Early Childhood Classroom
Quelle	In: International Research in Early Childhood Education, 1 (2010) 2, S.57-68 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-0689
Schlagwörter	Early Childhood Education; Information Technology; Technology Uses in Education; Foreign Countries; Interactive Video; Educational Technology; Educational Equipment; Preschool Children; Preschool Teachers; Bulletin Boards; New Zealand + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Interaktives Video; Unterrichtsmedien; Ausrüstung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Wandzeitung; Neuseeland
Abstract	There is a substantial demand in New Zealand for professional learning opportunities to help early years' teachers to make use of ICT for teaching and learning (Harlow, Cowie and Jones, 2008), and where interactive whiteboards (IWBs) are increasingly being purchased by schools as instructional technologies. This paper reports on the findings of a researcher who was invited by a teacher in a small rural school in New Zealand to describe and understand the use of an IWB with young children aged five to six years. In this paper, the role of the IWB to enhance learning particularly in the use of language, symbols and texts is examined. The research involved collecting data from intensive classroom observation over a week using video and audio recordings as well as student and teacher interviews. Data were analysed using a framework developed by Kennewell and Beauchamp (2007), who identified how teachers used features of ICT/IWBs to enhance learning. The findings indicate that it was the way the teacher integrated the IWB into her pedagogy to improve the learning activities that made the IWB such an effective tool in this classroom. (As Provided).
Anmerkungen	Monash University Faculty of Education. McMahons Road, Frankston, Victoria, Australia 3199. e-mail: edu-irece@monash.edu; Web site: http://www.monash.edu/education/research/publications/journals/irece
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10