Morgan A. Interactive whiteboards, interactivity and play in the classroom with children aged three to seven years
Download PDF
Keywords:
To cite this article:
Morgan A. Interactive whiteboards, interactivity and play in the classroom with children aged three to seven years // Preschool Education Today. 2014, Issue 9 -
p. 70–78.
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
This paper examines the current use of interactive whiteboards in the teaching and learning of children aged three to seven years in Wales, UK. It considers both teachers’ and children’s reflections regarding the use of this ‘novel’ technology. Observations in 30 classrooms with interactive whiteboards (IWB) and interviews with teachers and children from these classroom settings are analysed to develop an understanding of current practice regarding the use of IWBs and the thinking behind this. Findings reveal that the teachers value and promote ‘playful’ and ‘interactive’ experiences as vehicles for learning. Evidence of the use of the IWB technology to support learning experiences which were either ‘playful’ or ‘interactive’ were however limited. This study suggests that IWB are routinely being used to support a more instructionist form of pedagogy than would be supported by the socio-cultural principles held by the majority of teachers interviewed or of the new foundation phase currently being implemented in Wales. Affordances, identified by practitioners, of IWB technology to support a ‘pedagogy of play’ are discussed.
References
1. Alexander, R. 2004. Towards dialogic teaching: Rethinking classroom talk. York: Dialogos.
2. Bennett, N., E. Wood, and S. Rogers. 1997. Teaching through play: Teachers’ thinking and classroom practice. Bucks: Open University Press.
3. Berg, B.L. 2007. Qualitative research methods for the social sciences. Boston, MA: Pearson.
4. Black, P.J., and D. William. 2003. In praise of educational research, formative assessment. British Educational Research Journal 29, no. 5: 623–37.
5. Broadhead, P. 2006. Understanding children’s learning through play. British Educational Research Journal 32, no. 2: 191–207.
6. Burns, C.M., and D.A. Myhill. 2004. Inactive or interactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education 34, no. 1: 35–49.
7. Clements, D.H. 1994. The uniqueness of the computer as a learning tool: insights from research and practice. In Young children active learners in a technological age, ed. J.L. Wright, and D.D. Shade, 31–50. Washington: National Association for the Education of Young Children.
8. Cordes, C., and E. Miller. 2000. Fool’s gold: A critical look at computers in childhood.
9. College Park, MD: Alliance for Childhood. www.allianceforchildhood.net /projects/computers/computers_reports_fools_gold_download.htm.
10. Davidson, J. 2002. Press release by Minister of Education, 14 January 2002. Welsh Assembly Government, Cardiff.
11. Department for Education and Employment, and Qualifications and Curriculum Authority. 1999. Information and communication technology: the National Curriculum for England. London: DfEE/QCA.
12. Downes, T. 1998. Using the computer at home. In IT for learning enhancement, ed. M. Monteith, 61–78. Exeter: Intellect.
13. Facer, K., R. Sutherland, J. Furlong, and R. Furlong. 2003. Screen play: Children and computers in the home. London: RoutledgeFalmer.
14. Flick, U. 2006. An introduction to qualitative research. London: Sage.
15. Galton, M., L. Hargreaves, C. Comber, D. Wall, and A. Pell. 1999. Inside the primary classroom: 20 years on. London: Routledge.
16. Gillen, J., J. Kleine Staarman, K. Littleton, N. Mercer, and A. Twiner. 2007. A ‘learning revolution’? Investigating pedagogic practices around interactive whiteboards in British primary classrooms. Learning, Media and Technology 32, no. 3: 243–56.
17. Greig, A., and J. Taylor. 1999. Doing research with children. London: Sage.
18. Higgins, S., G. Beauchamp, and D. Miller. 2007. Reviewing the literature on interactive whiteboards. Learning, Media and Technology 32, no. 3: 213–25.
19. Katz, L.G., and S.C. Chard. 2000. Engaging children’s minds: The project approach. Norwood, NJ: Ablex Publishing.
20. Kearney, M., and S. Schuck. 2008. Exploring pedagogy with interactive whiteboards in Australian schools. Australian Educational Computing 23, no. 1: 8–13.
21. Kennewell, S. 2001. Using affordances and constraints to evaluate the use of ICT in teaching and learning. Journal of IT and Teacher Education 10: 101–16.
22. Kennewell, S. 2003. Developing an ICT capability for learning. In Learning in school, home and community: ICT in early and elementary education, ed. G. Marshall, and Y. Katz, 75–83. Boston: Kluwer Academic Press.
23. Kennewell, S., and A. Morgan. 2003. Student teachers’ experiences and attitudes towards using interactive whiteboards in the teaching and learning of young children. In Young children and learning technologies, ed. J. Wright, A. McDougall, J. Murnane, and J. Lowe, 71–6. Sydney: Australian Computer Society.
24. Kennewell, S., and A. Morgan. 2006. Factors influencing learning through play in ICT settings. Computers and Education 46: 265–79.
25. Kennewell, S., J. Parkinson, and H. Tanner. 2000. Developing the ICT capable school. London: RoutledgeFalmer.
26. Klerfelt, A. 2004. Ban the computer or make it a storytelling machine: Bridging the gap between the children’s media culture and preschool. Scandinavian Journal of Educational Research 48, no. 1: 73–93.
27. Manning, K., and A. Sharp. 1977. Structuring play in the early years at school. London: Ward Lock Associates.
28. Morgan, A., and S. Kennewell. 2005a. The role of play in the pedagogy of ICT. Education and Information Technologies 10, no. 3: 177–88.
29. Morgan, A., and S. Kennewell. 2005b. The impact of prior technological experiences on children’s ability to use play as a medium for developing capability with new ICT tools. Coventry: British Educational Communications and Technology Agency.
30. Morgan, A., and S. Kennewell. 2006. Primary teachers’ views on play as a medium for developing ICT capability: A divergence of personal philosophy and practice. Technology, Pedagogy and Education 15, no. 3: 307–20.
31. Moyles, J.R. 1989. Just playing? The role and status of play in early childhood education. London: Open University Press.
32. New Zealand Ministry of Education. 1996. Te Whariki. Early childhood curriculum. Wellington: Learning Media.
33. Papert, S. 1996. The connected family: Bridging the digital generation gap. London: Longstreet Press.
34. Plowman, L., and C. Stephen. 2003. A ‘benign addition’? A review of research on ICT and pre-school children. Journal of Computer-Assisted Learning 19, no. 2: 149–62.
35. Qualifications, Curriculum and Assessment Authority for Wales. 2004. The foundation phase in Wales: A draft framework for children’s learning. www.accac.org.uk/eng/content.php?mID=655.
36. Rogoff, B. 1998. Cognition as a collaborative process. In Handbook of child psychology. Vol. 2, ed. D. Kohn, and R.S. Siegler, 679–744. New York: John Wiley.
37. Sefton-Green, J. 1998. Digital diversions: Youth culture in the age of multimedia. London: UCL Press.
38. Sharp, C. 2002. School starting age: European policy and recent research. Paper presented at LGA Seminar: When should our children start school?, 1 November, in London. www.nfer.ac.uk/publications/other-publications/conference-papers/pdf_docs/PaperSSF. pdf.
39. Smith, H., S. Higgins, K. Wall, and J. Miller. 2005. Interactive whiteboards: Boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning 21: 91–101.
40. Strauss, A., and J. Corbin. 1990. Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications.
41. Sutherland, R., K. Facer, R. Furlong, and J. Furlong. 2000. A new environment for education? The computer in the home. Computers and Education 34: 195–212.
42. Swedish Ministry of Education and Science. 1998. Curriculum for the pre-school. Stockholm: Fritzes.
43. Sylva, K., E.C. Melhuish, P. Sammons, I. Siraj-Blatchford, and B. Taggart. 2004. The Effective Provision of Pre-School Education (EPPE) Project: Technical paper 12, the final report: Effective pre-school education. London: DfES.
44. Vygotsky, L. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
45. Wood, E., and J. Attfield. 2005. Play learning and the early childhood curriculum. London: Paul Chapman.
2. Bennett, N., E. Wood, and S. Rogers. 1997. Teaching through play: Teachers’ thinking and classroom practice. Bucks: Open University Press.
3. Berg, B.L. 2007. Qualitative research methods for the social sciences. Boston, MA: Pearson.
4. Black, P.J., and D. William. 2003. In praise of educational research, formative assessment. British Educational Research Journal 29, no. 5: 623–37.
5. Broadhead, P. 2006. Understanding children’s learning through play. British Educational Research Journal 32, no. 2: 191–207.
6. Burns, C.M., and D.A. Myhill. 2004. Inactive or interactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education 34, no. 1: 35–49.
7. Clements, D.H. 1994. The uniqueness of the computer as a learning tool: insights from research and practice. In Young children active learners in a technological age, ed. J.L. Wright, and D.D. Shade, 31–50. Washington: National Association for the Education of Young Children.
8. Cordes, C., and E. Miller. 2000. Fool’s gold: A critical look at computers in childhood.
9. College Park, MD: Alliance for Childhood. www.allianceforchildhood.net /projects/computers/computers_reports_fools_gold_download.htm.
10. Davidson, J. 2002. Press release by Minister of Education, 14 January 2002. Welsh Assembly Government, Cardiff.
11. Department for Education and Employment, and Qualifications and Curriculum Authority. 1999. Information and communication technology: the National Curriculum for England. London: DfEE/QCA.
12. Downes, T. 1998. Using the computer at home. In IT for learning enhancement, ed. M. Monteith, 61–78. Exeter: Intellect.
13. Facer, K., R. Sutherland, J. Furlong, and R. Furlong. 2003. Screen play: Children and computers in the home. London: RoutledgeFalmer.
14. Flick, U. 2006. An introduction to qualitative research. London: Sage.
15. Galton, M., L. Hargreaves, C. Comber, D. Wall, and A. Pell. 1999. Inside the primary classroom: 20 years on. London: Routledge.
16. Gillen, J., J. Kleine Staarman, K. Littleton, N. Mercer, and A. Twiner. 2007. A ‘learning revolution’? Investigating pedagogic practices around interactive whiteboards in British primary classrooms. Learning, Media and Technology 32, no. 3: 243–56.
17. Greig, A., and J. Taylor. 1999. Doing research with children. London: Sage.
18. Higgins, S., G. Beauchamp, and D. Miller. 2007. Reviewing the literature on interactive whiteboards. Learning, Media and Technology 32, no. 3: 213–25.
19. Katz, L.G., and S.C. Chard. 2000. Engaging children’s minds: The project approach. Norwood, NJ: Ablex Publishing.
20. Kearney, M., and S. Schuck. 2008. Exploring pedagogy with interactive whiteboards in Australian schools. Australian Educational Computing 23, no. 1: 8–13.
21. Kennewell, S. 2001. Using affordances and constraints to evaluate the use of ICT in teaching and learning. Journal of IT and Teacher Education 10: 101–16.
22. Kennewell, S. 2003. Developing an ICT capability for learning. In Learning in school, home and community: ICT in early and elementary education, ed. G. Marshall, and Y. Katz, 75–83. Boston: Kluwer Academic Press.
23. Kennewell, S., and A. Morgan. 2003. Student teachers’ experiences and attitudes towards using interactive whiteboards in the teaching and learning of young children. In Young children and learning technologies, ed. J. Wright, A. McDougall, J. Murnane, and J. Lowe, 71–6. Sydney: Australian Computer Society.
24. Kennewell, S., and A. Morgan. 2006. Factors influencing learning through play in ICT settings. Computers and Education 46: 265–79.
25. Kennewell, S., J. Parkinson, and H. Tanner. 2000. Developing the ICT capable school. London: RoutledgeFalmer.
26. Klerfelt, A. 2004. Ban the computer or make it a storytelling machine: Bridging the gap between the children’s media culture and preschool. Scandinavian Journal of Educational Research 48, no. 1: 73–93.
27. Manning, K., and A. Sharp. 1977. Structuring play in the early years at school. London: Ward Lock Associates.
28. Morgan, A., and S. Kennewell. 2005a. The role of play in the pedagogy of ICT. Education and Information Technologies 10, no. 3: 177–88.
29. Morgan, A., and S. Kennewell. 2005b. The impact of prior technological experiences on children’s ability to use play as a medium for developing capability with new ICT tools. Coventry: British Educational Communications and Technology Agency.
30. Morgan, A., and S. Kennewell. 2006. Primary teachers’ views on play as a medium for developing ICT capability: A divergence of personal philosophy and practice. Technology, Pedagogy and Education 15, no. 3: 307–20.
31. Moyles, J.R. 1989. Just playing? The role and status of play in early childhood education. London: Open University Press.
32. New Zealand Ministry of Education. 1996. Te Whariki. Early childhood curriculum. Wellington: Learning Media.
33. Papert, S. 1996. The connected family: Bridging the digital generation gap. London: Longstreet Press.
34. Plowman, L., and C. Stephen. 2003. A ‘benign addition’? A review of research on ICT and pre-school children. Journal of Computer-Assisted Learning 19, no. 2: 149–62.
35. Qualifications, Curriculum and Assessment Authority for Wales. 2004. The foundation phase in Wales: A draft framework for children’s learning. www.accac.org.uk/eng/content.php?mID=655.
36. Rogoff, B. 1998. Cognition as a collaborative process. In Handbook of child psychology. Vol. 2, ed. D. Kohn, and R.S. Siegler, 679–744. New York: John Wiley.
37. Sefton-Green, J. 1998. Digital diversions: Youth culture in the age of multimedia. London: UCL Press.
38. Sharp, C. 2002. School starting age: European policy and recent research. Paper presented at LGA Seminar: When should our children start school?, 1 November, in London. www.nfer.ac.uk/publications/other-publications/conference-papers/pdf_docs/PaperSSF. pdf.
39. Smith, H., S. Higgins, K. Wall, and J. Miller. 2005. Interactive whiteboards: Boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning 21: 91–101.
40. Strauss, A., and J. Corbin. 1990. Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications.
41. Sutherland, R., K. Facer, R. Furlong, and J. Furlong. 2000. A new environment for education? The computer in the home. Computers and Education 34: 195–212.
42. Swedish Ministry of Education and Science. 1998. Curriculum for the pre-school. Stockholm: Fritzes.
43. Sylva, K., E.C. Melhuish, P. Sammons, I. Siraj-Blatchford, and B. Taggart. 2004. The Effective Provision of Pre-School Education (EPPE) Project: Technical paper 12, the final report: Effective pre-school education. London: DfES.
44. Vygotsky, L. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
45. Wood, E., and J. Attfield. 2005. Play learning and the early childhood curriculum. London: Paul Chapman.