Orchestration with the Interactive Whiteboard: provisionality and permanence

1
Orchestration with the Interactive Whiteboard
provisionality and permanence

• Alison Twiner
• Julia Gillen
• Judith Kleine Staarman
• Karen Littleton
• Neil Mercer

2
Background of the research

• 2005 94 of primary schools in England Wales
  at least one IWB
• Manufacturers and policy makers keen to highlight
  benefits, but little research on the IWB as a
  pedagogic tool
• Danger of technologically led introduction of
  whiteboards

Charles Clarke Every school of the future will
have an interactive whiteboard in every
classroom, technology has already revolutionised
learning (2004)
3
The teacher, IWB and multimodal orchestration

• Research to address the relationship between
• Teachers pedagogical practices and IWB
  affordances
• Use of the IWB to show structure
• Use of the IWB to support flexibility
• Use of the IWB to capture spontaneity

4
Study design

• Four Key Stage 2 classes (7-11 years)
• 2 sets of 2 consecutive lessons on same topic
  from each teacher (4 lessons/teacher)
• History, PSHE, Science, Literacy, Maths lessons
• Total of 16 lessons
• Observational data video audio recordings
• Teacher interviews
• Some additional recording

5
Focus for this session

• 4 extracts from 4 lessons
• Primary schools in South England
• Literacy, Year 3 (age 7-8)
• PSHE, Year 5 (age 10-11)

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Teachers pedagogical practices and IWB
affordances

• What does the teacher perceive s/he can do with
  the IWB?
• Visual element to replace/complement other
  sources/modalities
• Pace controlled by IWB/teacher
• Structure to guide/remind/be changed
• Access resources planned/spontaneous

7
Use of the IWB to show structure

• The IWB as a stable medium (Haldane 2007)
• Facilitate seamless movement through key points
• Tools to control structure and pace
• Hinder flexibility?

8
Use of the IWB to support flexibility

• Talk as an unstable medium (Haldane 2005)
• Matched resources (Hennessy 2007)
• Interactivity and IWB resource combined with
  other modal representations, to explore ideas

9
Use of the IWB to capture spontaneity (1)

• Creation of an improvable object
• Planned Annotating captured scenes from DVD
  extract

10
Use of the IWB to capture spontaneity (2)

• Unplanned Annotating lesson resource
• Provisionality
• Acknowledging childrens contributions
• Non-authoritative, interactive dialogue

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Conclusions

• IWB as a tool
• It can support
• structured presentation of information,
• presentation of matched resources,
• provisional exploration of ideas,
• and permanent capture of contribution
• Use by teacher and class affordances have to be
  perceived and valued, and fit within existing
  practices

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Orchestration with the Interactive Whiteboard
provisionality and permanence

• Email
• a.j.twiner_at_open.ac.uk