{"title":"与科技一起奔跑:一所中学大规模引进互动白板对教学的影响","authors":"Derek C. Glover, Dave Miller","doi":"10.1080/14759390100200115","DOIUrl":null,"url":null,"abstract":"Abstract This article reports on the impact on teaching of the introduction of interactive whiteboard technology into one secondary comprehensive school. It uses research evidence from a whole-staff questionnaire and in-depth structured interviews with one third of the staff. It outlines the views of both staff and students and describes the use, learning and teaching implications, problems and potential of the technology. Findings are related to two typologies – that of use as an aid to efficiency, extension or transformation in teaching, and that of teacher attitudes as missioners, tentatives or Luddites. It concludes that problems with use and limited impact on learning and teaching are more likely to occur where teachers fail to appreciate that interactivity requires a new approach to pedagogy. Training and personal development involving coaching and mutually reflective activity is of the greatest help to staff","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2001-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"278","resultStr":"{\"title\":\"Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school\",\"authors\":\"Derek C. Glover, Dave Miller\",\"doi\":\"10.1080/14759390100200115\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This article reports on the impact on teaching of the introduction of interactive whiteboard technology into one secondary comprehensive school. It uses research evidence from a whole-staff questionnaire and in-depth structured interviews with one third of the staff. It outlines the views of both staff and students and describes the use, learning and teaching implications, problems and potential of the technology. Findings are related to two typologies – that of use as an aid to efficiency, extension or transformation in teaching, and that of teacher attitudes as missioners, tentatives or Luddites. It concludes that problems with use and limited impact on learning and teaching are more likely to occur where teachers fail to appreciate that interactivity requires a new approach to pedagogy. Training and personal development involving coaching and mutually reflective activity is of the greatest help to staff\",\"PeriodicalId\":179558,\"journal\":{\"name\":\"Journal of Information Technology for Teacher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2001-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"278\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Information Technology for Teacher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/14759390100200115\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Information Technology for Teacher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14759390100200115","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school
Abstract This article reports on the impact on teaching of the introduction of interactive whiteboard technology into one secondary comprehensive school. It uses research evidence from a whole-staff questionnaire and in-depth structured interviews with one third of the staff. It outlines the views of both staff and students and describes the use, learning and teaching implications, problems and potential of the technology. Findings are related to two typologies – that of use as an aid to efficiency, extension or transformation in teaching, and that of teacher attitudes as missioners, tentatives or Luddites. It concludes that problems with use and limited impact on learning and teaching are more likely to occur where teachers fail to appreciate that interactivity requires a new approach to pedagogy. Training and personal development involving coaching and mutually reflective activity is of the greatest help to staff